<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> Computer-mediated communication (CMC) is an important part of work life. However, this communication can be dishonest, and when people attempt to judge dishonesty, irrespective of the cues available, they tend to rely on a few nonverbal cues that are not the most reliable. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> According to leakage theory, CMC modes differ from each other in the number of cues to deception they can transmit, potentially affecting one's ability to detect deception in a given medium. There is considerable research on peoples’ use of nonverbal cues across CMC modes to evaluate deception, but limited understanding of the choices they make and the extent to which their deception judgments are impaired or helped by cues they have access to for different CMC modes. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research questions:</b> 1. To what extent are the nonverbal cues that people say they rely on to detect deception shaped by the medium that they use for communication? 2. What are the effects of nonverbal cue availability on deception detection success? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</b> We conducted an experiment with 132 veracity judges from New Zealand and Jamaica, who observed interview segments in Spanish and Hindi (languages that they did not understand) to isolate the effects of nonverbal cues. They determined the veracity of each segment and listed the things that guided their judgment. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results/discussion:</b> The results suggest that when certain nonverbal cues are available, such as gaze aversion, these suppress attention to more reliable cues (e.g., voice pitch) when judging deception. Redirecting attention to more reliable cues is therefore important. Unexpectedly, cue choice also varied across language by medium. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusions:</b> The findings extend the understanding of people's use of nonverbal cues and the extent to which certain cues distract in the deception judgment. Although people rely on vocalic cues in audio-only media and kinesic cues in video-only media, they tend to rely mostly on, and are distracted by, a few kinesic cues for full audiovisual media, even though vocalic cues are available. We also found that people can successfully detect cues to deception, even when their communication mode is relatively bereft of useful information. However, the availability (or lack) of nonverbal cues was not a factor in deception detection success. To improve detection, deception training that targets reliable cues for different media is needed.

Immersive virtual reality (VR) technology is becoming widespread in education, yet research of VR technologies for students’ multimodal communication is an emerging area of research in writing and literacies scholarship. Likewise, the significance of new ways of embodied meaning making in VR environments is undertheorized—a gap that requires attention given the potential for broadened use of the sensorium in multimodal language and literacy learning. This classroom research investigated multimodal composition using the virtual paint program Google Tilt Brush™ with 47 elementary school students (ages 10–11 years) using a head-mounted display and motion sensors. Multimodal analysis of video, screen capture, and think-aloud data attended to sensory-motor affordances and constraints for embodiment. Modal constraints were the immateriality of the virtual text, virtual disembodiment, and somatosensory mismatch between the virtual and physical worlds. Potentials for new forms of embodied multimodal representation in VR involved extensive bodily, haptic, and locomotive movement. The findings are significant given that research of embodied cognition points to sensorimotor action as the basis for language and communication.

<p>Video making and sharing have the potential to represent attitude in powerful ways and have become everyday literacy practices for many children. Research has only recently attended to the multimodal grammars of attitudinal meaning that characterize filmic media, while providing few examples of the successful teaching of these semiotic principles to elementary students. This article reports original research conducted in two schools over two years with elementary students (ages 9 to 11 years). It examines students' application of semiotic knowledge of the appraisal framework to communicate attitudinal meanings multimodally through film. Attitudinal meanings in the appraisal framework are categorized as affect, judgment, or appreciation, and can be communicated through discourse and multimodal texts. The students learned to configure multiple modes, including speech, written text, image, gaze, facial expressions, body movement, posture, gesture, and sound, to communicate attitude in their films. The findings provide an exemplar for the teaching and analysis of students' filmmaking that applies systematic, multimodal grammars for communicating attitude. The findings are significant because interpersonal language is a major semiotic system of English, and visual texts now feature prominently in digital communication environments. </p>

Communication using popular digital media involves understanding multimodal systems of appraisal for expressing attitude, which traditionally deals with emotions, ethics, and aesthetics in language. The formulation and teaching of multimodal grammars for attitudinal meanings in popular texts and culture is currently underresearched. This article reports findings from multisite qualitative research that developed students’ ability to use semiotic resources for communicating attitude multimodally. The research participants were 68 students (ages 9–11 years) from two elementary schools. Students learned how to use attitudinal language—affect, judgment, and appreciation—and applied this knowledge to multimodal design. The findings advance a leading system of appraisal for discourse by adapting the system to the multimodal communication of attitude in digital comic making in schooling. The research is significant because it demonstrates the potentials for augmenting students’ linguistic and visual semiotic resources to convey multimodal attitudinal meanings in contemporary communication.

Abstract This article problematizes the question of ontology—and specifically embodiment—in the work of Jacques Rancière, focusing on his writing on dance in Aisthesis. I argue that dance offers an ontology in becoming, understood through the concept of inscription; this ontological position enables a reconciliation between the contingency celebrated in Rancière's writing and the emphasis on space derived from dance. I draw on the work of modern dance pioneer Isadora Duncan to show that the category of dancing woman, rather than Rancière's disembodied, unsexed subject, operates as the redistributor of the sensible within modern dance.

Theorists of multiliteracies, social semiotics, and the New Literacy Studies have drawn attention to the potential changing nature of writing and literacy in the context of networked communications. This article reports findings from a design-based research project in Year 4 classrooms (students aged 8.5-10 years) in a low socioeconomic status school. A new writing program taught students how to design multimodal and digital texts across a range of genres and text types, such as web pages, online comics, video documentaries, and blogs. The authors use Bernstein’s theory of the pedagogic device to theorize the pedagogic struggles and resolutions in remaking English through the specialization of time, space, and text. The changes created an ideological struggle as new writing practices were adapted from broader societal fields to meet the instructional and regulative discourses of a conventional writing curriculum.

Abstract Pirates are commonly referred to as hostis humani generis, the enemy of all. This essay explores the contours of this figuration through an analysis of early nineteenth century American legal and political texts concerning piracy. I argue that pirate rhetorics in this period are part of a constitutive rhetoric of sovereignty, principally identified with Emerich de Vattel’s famous definition of sovereignty in The Law of Nations. Through an analysis of the textual milieu surrounding the U.S. Supreme Court’s 1820 decision in United States v. Smith, I show that the pirate is figured as an anti-sovereign, which allows for the consolidation of an otherwise differential system of international relations characterized by liberal, self-interested, sovereign nations. In becoming hostis humani generis, the pirate enters into an antagonistic relationship with the sovereign that provides the ontological ground for the theory of sovereignty characteristic of modern thought in international law. Supplementing Charland’s theory of constitutive rhetoric with Laclau and Mouffe’s work on antagonisms in social relations, I argue that focusing on negative identification, which is an essential component of any constitutive rhetoric, opens up unique avenues for analysis that may otherwise be obscured by attending solely to the positive dimensions of a rhetoric.

In the increasingly competitive global economy, corporations throughout the world must take advantage of all the marketing and communication tools available to them, including blogging. Blogs allow corporations to connect with their stakeholders in a more personal way and, thus, strengthen their image, brand, and customer loyalty. Instant feedback is available through comments posted on the corporate blog, saving organizations large sums of money otherwise spent on market research. However, entering the blogosphere poses a number of risks for a corporation, such as potential damage to the corporate reputation and customer loyalty as well as legal liability. Conflicts still exist between the rights of bloggers and a corporation's interests. Blogs may be restricted by legal and ethical boundaries, which may differ across countries. This paper presents the benefits and risks associated with corporate blogging around the world and provides some interesting success stories as well as lessons learned. It also offers a compilation of guidelines for effective blogging and suggests topics for future research.

Research Article| January 01 2008 Mind the Gap: Teaching Othello Through Creative Responses Dan Mills Dan Mills Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 154–159. https://doi.org/10.1215/15314200-2007-030 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Dan Mills; Mind the Gap: Teaching Othello Through Creative Responses. Pedagogy 1 January 2008; 8 (1): 154–159. doi: https://doi.org/10.1215/15314200-2007-030 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

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Studying corporate documents provides clues to the larger philosophy of the organization. This article explores a sales document redesign that indicates a subtle shift in ideology for a women's clothing company. The corporation uses direct sales to market clothes to a variety of women. In one season, the documents change from relatively outdated designs to more updated, professional layouts. However, the content of the documents changes very little. The author contends that the document redesign indicates a move to a more feminist outlook for the company and uses the concept of ethos to describe how the document design represents a slowly changing ethos for the corporation. A specific content shift towards feminism is, however, less apparent.

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