Chapter published in:
Engagement in Professional GenresEdited by Carmen Sancho Guinda
[Pragmatics & Beyond New Series 301] 2019
► pp. 179–195
Researchers’ move from page to screen
Addressing the effects of the video article format upon academic user engagement and knowledge-building processes
Jan Engberg | School of Business and Social Sciences, Aarhus University, Denmark
Carmen Daniela Maier | School of Business and Social Sciences, Aarhus University, Denmark
The present study belongs to an extensive project that explores how academic knowledge is mediated through new generic structures and publishing formats and provides data comprising research video articles from JoVE, the international Journal of Visualized Experiments.
In order to deal with the implications of video formats in web contexts upon academic user engagement and knowledge building processes, we adopt a multimodal (inter)action approach in our analysis. We show how exploiting the complex hypermodal configurations contribute to changes in the balance of various types of knowledge and to the potential building of new ones. We also show that by embedding the video in a hypermodal context urges academic users to increase their engagement with the article in unprecedented ways.
Keywords: research articles, multimodality, knowledge building, types of knowledge, knowledge communication
Published online: 24 April 2019
https://doi.org/10.1075/pbns.301.10eng
https://doi.org/10.1075/pbns.301.10eng
References
References
Askehave, Inger, and Anne Ellerup Nielsen
Bolter, David J.
Davenport, Thomas H., and Lawrence Prusak
2000 “Working Knowledge: How Organizations Manage What They Know.” Ubiquity (August).
, http://dl.acm.org/citation.cfm?id=348775&CFID=196210784&CFTOKEN=97282932
Engberg, Jan
2012 “Specialized Communication and Culture, Practice, Competence, and Knowledge: Implications and Derived Insights.” In Applied Linguistics Today: Research and Perspectives. Angewandte Linguistik heute: Forschung und Perspektiven, ed. by Leonard Pon, Vladimir Karabalic, and Sanja Cimer, 109–130. Frankfurt a.M.: Peter Lang.
Engberg, Jan, and Carmen D. Maier
2015a “Exploring the Hypermodal Communication of Academic Knowledge beyond Generic Structures”. In Discourse in and through the Media. Recontextualizing and Reconceptualizing Expert Discourse, ed. by Marina Bondi, Silvia Cacchiani, and Davide Mazzi, 46–65. Cambridge upon Tyne 2015: Cambridge Scholars.
Engberg, Jan andCarmen D. Maier
Iedema, Rick
Jewitt, Carey
Kastberg, Peter
Kress, Gunther
Knapp, Alex
2015 Solving the Problem of Scientific Reproductibility with Peer-Reviewed Video. http://www.forbes.com/sites/alexknapp/2015/03/29/solving-the-problem-of-scientific-reproducibility-with-peer-reviewed-video/2/
Luzón, María José.
Maier, Carmen D., and Jan Engberg
Maier, Carmen D. andJan Engberg
Maier, Carmen D.
Mauranen, Anna
Myers, Greg
Norris, Sigrid
Pauwels, Luc
Data
Bauer, Sarah, Meghan Conlon, and Meredith Morris
Chen, Kevin G., Rebecca S. Hamilton, Pamela G. Robey, and Barbara S. Mallon
Fernandez, Robert, W., Nurilov, Marat, Feliciano, Omar, McDonald, Ian S., Simon, Anne, F.
Raz, Noa, Michal Hallak, Tamar Ben-Hur, and Netta Levin
Samarian, S. Derek, S. Nicholas Jakubovics, L. Ting Luo, and H. Alexander Rickard
Cited by
Cited by 1 other publications
Maier, Carmen Daniela & Jan Engberg
This list is based on CrossRef data as of 07 april 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.