http://hdl.handle.net/10366/153554 2026-04-18T08:08:10Z http://hdl.handle.net/10366/170241 These slides correspond to a practice session aiming to: 1. Identify theoretical principles governing multimodal discourse. In this session this refers in particular to verbo-visual (image-language) texts, i.e. to bimodal discourse analysis. 2. Explore meaning in metafunctions (mainly experiential/representational), stratification and intersemiotic relations in multimodal (verbo-visual) narrative text. 2026-02-05T00:00:00Z http://hdl.handle.net/10366/170108 Guided analytical practice on narratives of migration • Aim: to provide systematic, transparent, and critically informed analysis of complex social issues in contemporary multimodal communication with a focus on the case of migration discourse. • Explore: multimodal discourse features (verbo-visual semiotic resources chosen); intersemioticrelations (layout, focus, saliency); genre conventions; dominant as well as non-dominantnarratives of migration Each activity proposes the exploration and discussion of some key choices made. A slide with key points analysed is provided after each activity slide. Those ‘key’ slides are meant to serve as a helping guide for teachers or mediators in the discussions, so it is not recommended that students have access to them before the discussion session. 2026-02-20T00:00:00Z http://hdl.handle.net/10366/167954 [EN]Quantitative data set - survey - stakeholders 2024-01-01T00:00:00Z http://hdl.handle.net/10366/167945 [EN]Quantitative data set - survey - stakeholders 2024-01-01T00:00:00Z http://hdl.handle.net/10366/167944 [EN]Qualitative data set - focus groups - students 2025-01-01T00:00:00Z http://hdl.handle.net/10366/167943 [EN]Qualitative data set - focus groups - migrant parents 2025-01-01T00:00:00Z http://hdl.handle.net/10366/167942 [EN]Qualitative data set - focus groups - students 2025-01-01T00:00:00Z http://hdl.handle.net/10366/167940 [EN]Qualitative data set - focus groups - migrant parents 2024-01-01T00:00:00Z http://hdl.handle.net/10366/167850 [ES]Esta práctica de enseñanza-aprendizaje propone una metodología innovadora para la enseñanza de la gramática sistémico-funcional (GSF) dentro del contexto universitario. La propuesta nace de la dificultad que presentan los alumnos para comprender terminología y conceptos específicos de dicha gramática. La actividad combina herramientas de inteligencia artificial (ChatGPT y Suno) para generar recursos mnemotécnicos que faciliten la comprensión y retención de conceptos teóricos complejos. Durante esta actividad los alumnos trabajarán en grupos para producir canciones educativas que resuman los contenidos tratados en el aula. El proceso requiere que los estudiantes corrijan y verifiquen las propuestas de ChatGPT, asegurando así la comprensión del contenido. Este pensamiento crítico y conocimiento de la teoría resultará en una mayor retención de la terminología especializada y una mejor comprensión de esta teoría. La práctica se puede extrapolar a cualquier área de conocimiento. 2025-01-01T00:00:00Z http://hdl.handle.net/10366/166379 More often than not, our messages combine many different modes to mean what we mean, mixing pictures, writing, body language, speaking, music, gestures, intonation, motion, and many other. How is meaning made in multimodal messages, and how can SFL help us understand and explain sophisticated communication like that? In this workshop we will narrow down the focus of the vast range of possibilities of communicating multimodally to verbo-pictorial texts that combine different modes with a narrative purpose, such as graphic novels or picture books. We will explore the resources of two different grammars, the visual and the verbal, and their potential to make meaning in a unified way, even though contributing in different fashions. The skills learnt in this workshop will be useful for improving visual and verbal grammatical awareness and for systematic multimodal analyses from a critical perspective. Having a background in SFL grammar is not essential for learning in this workshop. References: Elorza, I. (2023). System Networks: A Multimodal Analysis Toolkit for Representations of Migrants and Migration. URI:http://hdl.handle.net/10366/153403 Halliday, M.A.K. and Matthiessen, Ch. (2004). An Introduction to Functional Grammar. Arnold. Second edition. Kress, G. and Van Leeuwen, Th. (2006). Reading Images: The Grammar of Visual Design. Routledge. Second edition. Moya-Guijarro, A. J. (2014). A Multimodal Analysis of Picture Books for Children. Equinox. Moya-Guijarro, A. J. and Ventola, E. (2022). A Multimodal Approach to Challenging Gender Stereotypes in Children’s Picture Books. Routledge. Painter, C., Martin, J. and Unsworth, L. (2013). Reading Visual Narratives: Image Analysis of Children’s Picture Books. Equinox. Van Leeuwen, Th. (2008). Discourse and Practice: New Tools for Critical Discourse Analysis. OUP. 2025-07-06T00:00:00Z http://hdl.handle.net/10366/153403 [ES]Repertorio de redes sistémicas para el análisis de la construcción visual de la migración y las personas migrantes. 2023-10-01T00:00:00Z