Guess my movie?
Can you guess this movie?
Reflection
Did you rely more on syllables, words, ideas, or a combination of all of them?
In this activity, I’m relying on a combination of all of them. I had to start with words and then ideas as I was constrained by the availability of emojis in the keyboard I was using. I also had a sense that not many people will get this reference based on the context or cultural value this has for them. In multimodal communication such as this, I’m assuming that the person reading this has a similar culture or even is aware of the lived context that I am putting this combination of a movie that was popular last month (Kress, 2005).
Did you start with the title? Why? Why not?
Admittedly in doing this activity, I can say that I don’t utilize many emojis except for the happy face and the crying-out-loud laughing phase. I started with the title because of my age, familiarity, and preference for classroom pedagogies to maintain that I start with the title (Luke, 2003). My history and learned behaviour stemmed from rigorous behaviourist suggestions that I always have to start at the top when reading, which predisposes me to start at the title (Luke, 2003).
Did you choose the work based on how easy it would be to visualize?
I chose this particular content because of how recently I saw the movie so the plot was fresh in my mind and I quite enjoyed it. For me the ability to remember the content was what I based for ease. Compared to previous exercises, I am not a visually heavy user and so when it came down to try to visualise a plot rather than to explain it, I found myself in the struggle that Bolter (2001), describes where visuals and text are vying for attention when it comes to delivering information. In this sense, I would have chosen something like Spiderman, where the visualization of a spider and a man on emoji is a lot easier to explain than what I chose. I chose something for me that was easier to describe in my head as the ease to record the plot via text is natural to how I would record this information based on my history and knowledge of text (Bolter, 2001).
References
Bolter, J. D. (2001). Writing space: Computers, hypertext, and the remediation of print (2nd ed). Lawrence Erlbaum Associates.
Kress, G.R., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Oxford University Press.
Luke, C. (2003). Pedagogy, connectivity, multimodality, and interdisciplinarity. Reading Research Quarterly, 38(3), 397–403