Laughing Through Academia: A Multimodal Critical Discourse Analysis of Academic Memes on Instagram and Pinterest

Abstract

The study seeks to explore the multimodal characteristics of academic memes and their functions within the online academic communities, both in terms of interaction and critique, as well as knowledge production. Thus, the particular study uses qualitative research design and applies it to static memes that are selected from Instagram and Pinterest based on the English language. The analytical frame is based on the theory of Visual Grammar (2006) by Kress and Van Leeuwen, and Multimodal Critical Discourse Analysis. It emphasizes the interaction between the text and the image of the memes, such as layout, salience, gaze, humor, symbols, and choice of language, to uncover the discursive strategies and representations used in the memes, and to show any hidden meanings. The findings were not only humorous digital artifacts but also academic memes that served as effective communication tools for academic issues, institutional critique, academic stress, and the educational reality of the students. Moreover, the study highlights the role of multimodality in the creation of meaning and audience responses in digital discourse. Finally, the study contributes to the ongoing research on digital discourse studies, with its educational and ideological implications in the digital space.