This article provides rich insights into the process of data generation for discourse analysis from three separate studies of the video recordings of a single science classroom in action. The central claim is that multimodal transcription can contribute to developments in discourse theory. A three-stage reflective heuristic is developed and used in the article to support meta-methodological discussion on different researchers’ negotiations with the complexity of the video data. The focus is how the different researchers attended to modalities of meaning making (e.g. speech, learning artefacts, whiteboard notes, gestures, bodily actions) and appropriated, adapted and transformed their theoretical framework in order to construct the transcripts for each study. The three-stage heuristic is shown to facilitate transparency in analytic decision-making and is recommended for promoting much needed discussion on processes of data generation for discourse analysis that draws upon video recordings of action in situ.

中文翻译：

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科学课堂中的话语分析与多模态意义建构：三个理论视角的元方法论见解

本文通过对单个科学课堂的视频录制进行三项独立研究，对用于话语分析的数据生成过程提供了丰富的见解。核心主张是多模态转录可以促进话语理论的发展。本文开发并使用了三阶段反射启发式方法，以支持不同研究人员与视频数据复杂性协商的元方法论讨论。重点是不同的研究人员如何关注意义形成的方式（例如演讲、学习人工制品、白板笔记、手势、身体动作），以及如何挪用、调整和转变他们的理论框架，以便为每项研究构建成绩单。