Coding Action

The walkthough video demonstrates coding with video analysis software. In this example, Transana software was used to analyze a video of classroom makerspace activity, divided into smaller clips during an art activity. Video analysis software like this syncs an interactive timeline of codes (top left), a transcription window with time stamps that creates small clips for coding (bottom left), a media window to view the entire clip (top right), and a file organizer window (bottom right).

The first step is to upload a video clip into the software program, name the file and create a transcript. For nexus analysis, create an action transcript of mediated actions by identifying and typing descriptions of actions with tools into the transcript window. In this example, the focal mediated action is cutting with scissors. Each cut is made up of a sequence of small physical actions (inserting fingers into looped handles, positioning the roll of tape, squeezing the blades together around the tape, and so on). An action (e.g., a cut) is the unit of analysis, made up of the sequence of smaller actions (e.g., from the positioning of scissors until the scissors snip off a piece of tape).

In a typical print transcription, describing each little action becomes quite detailed and lengthy as in the transcript pasted into the transcription window above. However, this transcript could have been much more abbreviated. In an action transcript supported by video analysis software, the verbal description of each action can be very brief because you can always refer to the video and map the analysis and codes directly to specific places on the video. The software will allow you to break the transcribed video into individual clips for each sequence or unit of analysis. For example, in the action sequence for Cut 4, the first few clips could have easily been marked just as:

Clip 01—crumples tape between scissors blades
Clip 02—dangles roll of tape
Clip 03—sticks tape to paper while humming Darth Vader theme
Clip 04—catches tape as it rolls off table

Time stamps (red asterisks) mark the starting point for each small action clip that will map the written transcription to the particular places on the video where instances to be coded begin.

(0:00:02.7) Clip 01: crumples tape between scissors blades

(0:00:05.2) Clip 2: dangles roll of tape

After clips are created in the software, you can begin to code video sequences. In these software programs, coding is done by tagging clips with keywords in multiple ways: on the video timeline, in the transcript, or in coding windows. For example, the screenshot below shows a way to code a clip in a coding window. Coding is done by highlighting keywords on the left and using the >> button to move them to the box on the right. You can always add, rename, or remove keywords later if you change your mind.

After coding the clips, you can compile the results in a timeline view to look across sequences and calculate when, how often, and how long codes occur in the total corpus of data. Each row represents one code; each segment represents an instance or stretch of time that code was in use. In this study, each instance represents one physical action by a participant who is cutting lengths of masking tape (e.g., cutting, unrolling, taping, smoothing).

You can view the same data another way: The software will automatically calculate the total number of instances and total duration for each mode and display a report with column graphs for easy comparison. This column graph shows a comparison of modes during the 10 video instances. In this example, clips were coded for the range of modes that were present in a few minutes cutting masking tape. The totals for each coded mode will provide the data for modal density bubble maps (Norris, 2004).

For an interactive tool that will automatically convert coded data like this into a modal map that shows how modes relate to one another, go to the Bubble Map Maker on this website. See the Modal Density Walkthrough on this website.

To better understand modal density, how modes interact, and what this reveals about children's social space, access to materials, and opportunities to participate, see chapter 5 "Making Space" in Literacies That Move and Matter.

Reference
Norris, S. (2004). Analyzing multimodal interaction: A methodological framework. London: Routledge.