Pauwels, L. (2012). A multimodal framework for
analyzing websites as cultural expressions. Journal
of Computer-Mediated Communication, 17, 247-265.
In this
article, Pauwels first introduces the cultural expression in websites. The Web contains a huge data about how the people all
over the world do and think, but traditional methods of analysis are somewhat narrow. A new
multimodal framework can analyze human behavior and culture in more specific ways.
Multimodal cultural analysis helps researchers uncover both superficial and hidden meanings in the
websites.
Pauwels' model has six phases and each has certain functions. And the process of the six steps can be
summarized below:
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A Multimodal Framework for Analyzing
Websites
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Preservation
of First Impressions and Reactions
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Inventory
of Salient Features and Topics
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In-depth
Analysis of Content and Formal Choices
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Embedded
Point(s) of View of “Voice” and Implied Audience(s) and Purposes
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Analysis
of Information Organization and Spatial Priming Strategies
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Contextual
Analysis, Provenance and Inference
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Figure 2: The process of a multimodal framwork
for analyzing websites
The
multimodal framework has both advantages and
disadvantages. It helps researchers to make better use of the information in
websites. However, it cannot help them to identify the possible “cultural
markers”. Nor does it provide an easier way to interpret culture.
So the
challenges of multimodal framework are that it can’t avoid being affected by
each researcher’s background and some untapped information might be ignored.
But the rewards are that it helps to organize information and works as a more
precise analytical tool.
The Internet is not just a cluster of data that reflect the difference of
culture, but it is “a highly hybrid multi-authored cultural meeting place,
connecting off line and online practices of different cultures in transition.”
Discussion
Question:
What sensory
elements WILL you use in your FB or Blog? (Ignore the limitation of present
technology.)
Feedback:
Group 1 (Smell):
They said that
they will use smell in their FBs and Blogs. And if it is
possible in the future, they will collect smell specific to an object or
a country, and share it on their personal website.
Group 2 (Touch):
They said they
want to post a special picture on the website. If
you touch it, you can feel the texture.
Group 3 (Taste):
They raised an example in the movie Charlie
and the Chocolate Factory, in which the boss of the factory can put the
taste of the chocolate bars on the TV. If
you pull out the chocolate bars on the TV screen,
then you can taste them. The same idea can apply to the computer
screen—if somebody shares the taste, they can also taste the things without
getting that object.
Group 4
(Visual):
They talk about
the skill of 3D printing. They wonder that they can post links on the websites,
and then if people want to share a thing
2. Habitus in
Transition? CMC use and impacts among young women in the United Arab Emirates
The survey on
female U.A.E students is to research the culture changing tendency under the
effect of computer technology.
Figure 3: A form of change and adaptation within the self-perpetrated
They found
that “Emirati students considered in this
project were consciously negotiating a ‘strategic calculation’ with CMC,
weighing its positive and negative impacts on a culture that is in transition
(to say the least)” (p.439, line23-25) The
author choses to survey those U.A.E students because they have only
recently gained access to education beyond the home and thus they will play a
primary role in habitus being modified
in the next generation of Emirati. (The definition of habitus in the essay is “a system of lasting, transposable
disposition which integrates past experience and functions at every moment as a
matrix of perceptions, appreciations, and actions……” (p.439, line 40-42) )Discussion Question:
Why people in U.A.E reinforce their traditional concept after using computers?
Feedback:
Group 1:
The Western culture is too novel and somewhat corruptive. It may
be hard to be accepted easily by conservative countries.
Group 2:
We think people tend to choose similar opinions and ignore opposite comments. And because Western countries’ values are very different from theirs, when they learn them, they’ll strengthen their original belief.
We think people tend to choose similar opinions and ignore opposite comments. And because Western countries’ values are very different from theirs, when they learn them, they’ll strengthen their original belief.
Group 3:
There are all kinds of news on the internet, so when they saw some bad news about Western countries, maybe they’ll think that those countries are dangerous and bad, and strengthen their belief on their tradition.
There are all kinds of news on the internet, so when they saw some bad news about Western countries, maybe they’ll think that those countries are dangerous and bad, and strengthen their belief on their tradition.
Group 4:
We agree with group two’s idea that people tend to accept the idea that is close to theirs and disagree with the reverse idea.
We agree with group two’s idea that people tend to accept the idea that is close to theirs and disagree with the reverse idea.
Figure 4: Handwriting of the feedback to
the discussion question
3. Islam and Online Imagery on Malaysian Tourist Destination
Websites
The research is related to how Muslim
images are used online in Malaysia. Through some Interviews and content
analyses of tourism destination websites’ homepages, we found that the results
indicate the Malaysian tourism tends to concentrate on uncontroversial elements
instead of portraying the Muslim values on the DMO websites.
Figure 5: The travelers wanted much information about
Islamic countries: travel tips, halal food and prayer times.
Islamic countries: travel tips, halal food and prayer times.
Discussion Question:
What are your thoughts about Islamic countries after our presentation? Does it
break down your original thoughts?
Feedback:
Group 1:
Our original thoughts about Islamic countries are poor and undeveloped. But, after seeing the video, we think that Malaysia is a beautiful place, attracting people to take a visit.
Our original thoughts about Islamic countries are poor and undeveloped. But, after seeing the video, we think that Malaysia is a beautiful place, attracting people to take a visit.
Group 2:
We think that travel attracts us, and Islamic countries are not the problems.
We think that travel attracts us, and Islamic countries are not the problems.
Group 3:
We can know that how Islam influences people. And Malaysia in the video is different from the Islamic countries in the textbook of geography.
We can know that how Islam influences people. And Malaysia in the video is different from the Islamic countries in the textbook of geography.
Group 4:
It doesn’t change our original thoughts, but it is surprising to know that Malaysians have Chinese culture.
It doesn’t change our original thoughts, but it is surprising to know that Malaysians have Chinese culture.
4. Language Choice Online: Globalization and Identity in Egypt
English is the dominant language around the world. In Egypt, there is
diglossia about language use. English and Romanized Egyptian Arabic are the two
leading languages there. English is mostly used in formal and Internet
communications, while Egyptian Arabic is used in informal ones. One reason is their jobs are related to business and technology,
so the Web the participants in the survey usually search them in English.
Another one is the lack of a common Arabic software standard. Most of the
participants were in the English environment when they first learned to use
computers. Because of these reasons, there are obstacles to use Arabic in
online communications. It is a call to make people think about the identities
between global networks and local culture.
Figure 6: English is the dominant language in formal and online
communications, while Egyptian Arabic is used in informal ones.
communications, while Egyptian Arabic is used in informal ones.
Discussion Questions:
Q1: Have you ever written e-mail in English? Everyone has.
Q2: Which language do you prefer to write
e-mail to Chinese teachers, English or Chinese?
English: 4 out of 19 classmates
Chinese: 15 out of 19 classmates
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