Could we realize complex academic argumentation using YouTube as a dialogic space?

Activity: Talk or presentation typesLecture and oral contribution

See relations at Aarhus University

Constance Elizabeth Kampf - Lecturer

  • Department of Language and Business Communication

Where could argumentation in academia head? There are two pressures to consider when we search for the answer to this question. The first is that our research uses mixed methods to illuminate the complexity of our ideas, and so traditional academic research texts may reach a point where the textual mode is no longer sufficient to communicate knowledge. The second pressure comes from more students growing up with the Internet. They become accustomed to interacting through different kinds of representations of experience, video, soundtracks and other dense media from interactions in online communities. Then, when these students arrive in University, they expect and need multimodal materials to support their learning processes. Given these pressures, the question will be how, rather than whether, the core structures of academic argumentation will shift to a multimodal format. To reveal the potential of the YouTube medium as a forum for argumentation, this paper analyzes academic arguments posted in YouTube. The method combines the method of multimodal transcription from Systemic functional Linguistics with Toulmin's structure of argumentation to demonstrate implications for the concept of multimodal density (Bateman) with respect to academic argumentation. Thus, the combination of rhetorical analysis and multimodal discourse analysis, originating in systemic functional linguistics, offers structures that demonstrate possibilities for increasing our effectiveness in our existing discourse communities and journals through multimodally dense texts.


Emneord: Multimodality, Knowledge Communication
18 Oct 2008

Event (Conference)

TitleAssociation of Internet Reseachers


  • Multimodality, Knowledge Communication

ID: 48346