Communicating knowledge, getting attention, and negotiating disagreement via videoconferencing technology: A multimodal analysis

Abstract

This article takes a multimodal approach to examine how two young men communicate knowledge, shift attention, and negotiate a disagreement via videoconferencing technology. The data for the study comes from a larger ongoing project of participants engaging in various tasks together. Linking micro, intermediate and macro analyses through the various methodological tools employed, the article presents multimodal (inter)action analysis (Norris, 2004, 2011, 2013a, 2013b) as a methodology to gain new insight into the complexity of knowledge communication via videoconferencing technology, which is relevant to many settings from education to employment, from organizations to gaming.