Penser "Multimédia"

Basé quasiment exclusivement sur le texte à ses débuts, Internet est devenu aujourd'hui un moyen d'expression multimédia, permettant d'intégrer tout autant des textes que des images, des vidéos, des sons , des animations, des programmes interactifs, etc. Ecrire pour Internet, c'est donc exploiter plusieurs supports d'expression.

Redaction (2004). Articles>Multimedia>Web Design>Writing

Script Design for Information Film and Video-Intermediate  

In this all-day seminar we'll expand the knowledge we garnered in the basic seminar on script design for the information film and video or on our experience. We'll explore advanced concepts in the grammar of film and video and learn new filmic design techniques. Throughout the seminar we'll view and critique a number of films and videos to see how other producers have applied such filmic techniques to solving specific communication problems.

Shelton, S. Martin 'Marty'. STC Proceedings (1993). Articles>Multimedia>Writing

Storyboarding and Collaboration  

For technical communicators, storyboarding is a path to collaboration with team members and users. Collaboration and storyboarding help technical communicators get new ideas, find new structures, and discover new modes of expression. In this workshop, you will learn about storyboards and how to develop them. You will also participate in exercises on conducting and collaborating on a storyboard review and on writing a storyboard specification. You will discover how collaboration helps create the context, organization, and design of a document through the use of storyboards.

Trapasso, Linda S. STC Proceedings (1993). Articles>Multimedia>Collaboration>Writing

Composing Across Multiple Media    

This is a qualitative case study of two students' composing processes as they developed a documentary video about the Dominican Republic in an urban, public middle school classroom. While using a digital video editing program, the students moved across multiple media (the Web, digital video, books, and writing), drawing semiotic resources from each as they did so. Using sociosemiotic and dialogic-intertextual theoretical frameworks, the author examines how the interface of the video editing program influenced the students' composing by making new types of semiotic resources available and new means of combining these resources. As they moved across these media in a nonlinear fashion, the students created an interactive context for composing that transcended the individual possibilities of each respective medium. This suggests that multimedial composing environments offer a rich intertextual landscape and unique ways of making meanings.

Ranker, Jason. Written Communication (2008). Articles>Education>Writing>Multimedia

Writing in Multimodal Texts    

Frequently writing is now no longer the central mode of representation in learning materials--textbooks, Web-based resources, teacher-produced materials. Still (as well as moving) images are increasingly prominent as carriers of meaning. Uses and forms of writing have undergone profound changes over the last decades, which calls for a social, pedagogical, and semiotic explanation. Two trends mark that history. The digital media, rather than the (text) book, are more and more the site of appearance and distribution of learning resources, and writing is being displaced by image as the central mode for representation. This poses sharp questions about present and future roles and forms of writing. For text, design and principles of composition move into the foreground. Here we sketch a social semiotic account that aims to elucidate such principles and permits consideration of their epistemological as well as social/pedagogic significance. Linking representation with social factors, we put forward terms to explore two issues: the principles underlying the design of multimodal ensembles and the potential epistemological and pedagogic effects of multimodal designs. Our investigation is set within a research project with a corpus of learning resources for secondary school in Science, Mathematics, and English from the 1930s, the 1980s, and from the first decade of the 21st century, as well as digitally represented and online learning resources from the year 2000 onward.

Bezemer, Jeff and Gunther Kress. Written Communication (2008). Articles>Writing>Multimedia