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In:Engagement in Professional Genres:
Edited by Carmen Sancho Guinda
[Pragmatics & Beyond New Series 301] 2019
► pp. 179–196

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Chapter 10
Researchers’ move from page to screen

Addressing the effects of the video article format upon academic user engagement and knowledge-building processes

 | School of Business and Social Sciences, Aarhus University, Denmark
 | School of Business and Social Sciences, Aarhus University, Denmark
Published online: 24 April 2019
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https://doi.org/10.1075/pbns.301.10eng
Abstract
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.
Article outline
  • 1.Introduction
  • 2.Theoretical frameworks
    • 2.1Knowledge communication and investigated knowledge types
    • 2.2Multimodality and multimodal (inter)action analysis
  • 3.Object of study: The JoVE articles
  • 4.Empirical analysis: Generic affordances with relevance for knowledge building processes
    • 4.1The video
    • 4.2Effects of the video and web format affordances upon the knowledge building process
      • 4.2.1Process 1. Access to new types of knowledge through multimodal and hypermodal means
      • 4.2.2Process 2. Access to multilayers of knowledge
      • 4.2.3Process 3. More repeated knowledge is made available
      • 4.2.4Process 4. Appearance of counterproductive knowledge
      • 4.2.5Process 5. Readjusted level of formality & diminished distance between researchers on screen and viewers
  • 5.Conclusions
  • References
  • Data
References (34)
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Cited by (1)

Cited by one other publication

Maier, Carmen Daniela & Jan Engberg
2019. The multimodal bridge between academics and practitioners in the Harvard Business Review’s digital context. In Science communication on the Internet [Pragmatics & Beyond New Series, 308], ► pp. 131 ff. DOI logo

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