Engaging audiences in the digital age: A proposal for students’ training in multimodal literacies using YouTube research dissemination videos

Abstract :
Science dissemination with online videos has become an essential skill for both researchers and students. Learning the language of science dissemination videos entails more than just understanding their linguistic nature. These videos are made up of complex multimodal interactions that contribute to the engagement of their viewers. Authentic materials (YouTube videos) may be introduced in the English for Specific Purposes (ESP) classroom to reflect on the multimodal use of science dissemination and its role to enhance engagement. The study aims at: (1) reflecting on the multimodal characteristics of these videos to better define the genre and the use of engagement strategies; and (2) discussing on the possible implications that these engagement strategies may have for multimodal literacy training. We multimodally analysed three YouTube research dissemination videos. First, a number of rich points were selected. Second, these fragments were further examined using Multimodal Analysis – Video. Results contribute to multimodally defining this genre as a novel genre and are meaningful to comprehend its multimodal affordances. A discussion on educational implications is provided to teach multimodal engagement strategies for science dissemination and broaden students’ awareness of multimodal literacy skills.

How to cite :
Girón García, C. & Bernad-Mechó, E. (2024). Engaging audiences in the digital age: A proposal for students’ training in multimodal literacies using YouTube research dissemination videos. Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 41, 297-312. https://doi.org/10.30827/portalin.vi41.27732