Gunther Kress - Böcker

Kommunikation och information är idag digital, global och multi­modal, detta påverkar skola och lärande. I denna bok presenteras ett perspektiv som gör det möjligt att förflytta blicken och se lärande på ett delvis nytt sätt. Design för lärande bidrar till en djupare förståelse för de utmaningar som skola och utbildning står inför idag.Utifrån ett teoretiskt, multimodalt och designorienterat perspektiv ger boken flera olika exempel på kunskapsrepresentationen, lärresurser och lärande i olika icke-formella, semi-formella och formella lärmiljöer – med blicken riktad mot framtida lärmiljöer och nya kompetenser för ett hållbart samhälle. Design för lärande vänder sig till lärarstuderande, lärarutbildare och lärare i fortbildning, men också till lärare och forskare i didaktik, pedagogik, kommunikationsvetenskap och socialsemiotik.

This third edition of the landmark textbook Reading Images builds on its reputation as the first systematic and comprehensive account of the grammar of visual design. Drawing on an enormous range of examples from children's drawings to textbook illustrations, photo-journalism to fine art, as well as three-dimensional forms such as sculpture and toys, the authors examine the ways in which images communicate meaning.Features of this fully updated third edition include: new material on diagrams and data visualization a new approach to the theory of 'modality' a discussion of how images and their uses have changed since the first edition examples from a wide range of digital media including websites, social media, I-phone interfaces and computer games ideas on the future of visual communication.Reading Images presents a detailed outline of the 'grammar' of visual design and provides the reader with an invaluable 'tool-kit' for reading images in their contemporary multimodal settings. A must for students and scholars of communication, linguistics, design studies, media studies and the arts.

Multimodal Discourse outlines a new theory of communication for the age of interactive media. Gunther Kress and Theo Van Leeuwen provide students with a wide-ranging analysis of the various communication styles and the ways by which text is now understood as the interaction of sound, music, vision, colour and language.

This book studies learning as a social enterprise, contextually situated, organized and assessed. It gives a broad theoretic grounding for an understanding of learning which goes beyond a common reductionist approach. The book discusses four related approaches to learning which share a social perspective: social semiotics and multimodality; a design-theoretic approach to learning; a socio-cultural perspective; and a perspective of mimetic learning.Contributing authors consider the theoretical question of how to understand educational systems, learning and social communication as historically situated practices. The chapters in this book analyze key working practices including: analyzing what learning, remembering and cognitive work is like in a practice involving different kinds of expertise; problem-solving and engaging through collaboration; learning and teaching in different formal, semi- and non-formal environments; a design-theoretic approach to learning; social semiotic perspectives on learning; the mimetic and ritual dimension of learning; how social learning can be organized to support students; how learning has been conceptualized in psychology and neighbouring research areas.This book will be of great interest to students and researchers interested in learning and meaning-making, multimodal representations and communication, designs for learning, education and teaching, and social achievement in different formal and non-formal contexts.

This book studies learning as a social enterprise, contextually situated, organized and assessed. It gives a broad theoretic grounding for an understanding of learning which goes beyond a common reductionist approach. The book discusses four related approaches to learning which share a social perspective: social semiotics and multimodality; a design-theoretic approach to learning; a socio-cultural perspective; and a perspective of mimetic learning.Contributing authors consider the theoretical question of how to understand educational systems, learning and social communication as historically situated practices. The chapters in this book analyze key working practices including: analyzing what learning, remembering and cognitive work is like in a practice involving different kinds of expertise; problem-solving and engaging through collaboration; learning and teaching in different formal, semi- and non-formal environments; a design-theoretic approach to learning; social semiotic perspectives on learning; the mimetic and ritual dimension of learning; how social learning can be organized to support students; how learning has been conceptualized in psychology and neighbouring research areas.This book will be of great interest to students and researchers interested in learning and meaning-making, multimodal representations and communication, designs for learning, education and teaching, and social achievement in different formal and non-formal contexts.

First published in 1982, this influential and classic text poses two questions: what is it that a child learns when he or she learns to write? What can we learn about children, society and ourselves, by looking at this process? The book is based on a close analysis of a series of written texts by primary school children and is written for student teachers with little or no knowledge of linguistics. In this new edition, Gunther Kress has made extensive revisions in the light of recent developments in linguistics and in education.The theoretical focus is now a social semiotic one, which allows a fundamental rethinking of issues such as 'preliteracy' and broad social and cultural questions around the making of texts.

Gunther Kress argues for a radical reappraisal of the phenomenon of literacy, and hence for a profound shift in educational practice. Through close attention to the variety of objects which children constantly produce (drawings, cuttings-out, 'writings' and collages), Kress suggests a set of principles which reveal the underlying coherence of children's actions; actions which allow us to connect them with attempts to make meaning before they acquire language and writing.This book provides fundamental challenges to commonly held assumptions about both language and literacy, thought and action. It places these challenges within the context of speculation about the abilities and dispositions essential for children as young adults, and calls for the radical decentring of language in educational theory and practice.

Gunther Kress argues for a radical reappraisal of the phenomenon of literacy, and hence for a profound shift in educational practice. Through close attention to the variety of objects which children constantly produce (drawings, cuttings-out, 'writings' and collages), Kress suggests a set of principles which reveal the underlying coherence of children's actions; actions which allow us to connect them with attempts to make meaning before they acquire language and writing.This book provides fundamental challenges to commonly held assumptions about both language and literacy, thought and action. It places these challenges within the context of speculation about the abilities and dispositions essential for children as young adults, and calls for the radical decentring of language in educational theory and practice.

In his latest book, Gunther Kress explores how children learn to spell in the context of current concerns about early literacy. Using numerous examples of children's writing and drawing, Kress looks at children as 'makers of meaning' and explores their earliest ventures into writing.Kress covers problems such as dyslexia within today's educational system. Technological aids on spelling and writing such as spell-checkers and the effects of the increasing visualization of communication (computer, TV, film) are also discussed.

In his latest book, Gunther Kress explores how children learn to spell in the context of current concerns about early literacy. Using numerous examples of children's writing and drawing, Kress looks at children as 'makers of meaning' and explores their earliest ventures into writing.Kress covers problems such as dyslexia within today's educational system. Technological aids on spelling and writing such as spell-checkers and the effects of the increasing visualization of communication (computer, TV, film) are also discussed.

In this 'new media age' the screen has replaced the book as the dominant medium of communication. This dramatic change has made image, rather than writing, the centre of communication.In this groundbreaking book, Gunther Kress considers the effects of a revolution that has radically altered the relationship between writing and the book. Taking into account social, economic, communication and technological factors, Kress explores how these changes will affect the future of literacy.Kress considers the likely larger-level social and cultural effects of that future, arguing that the effects of the move to the screen as the dominant medium of communication will produce far-reaching shifts in terms of power - and not just in the sphere of communication. The democratic potentials and effects of the new information and communication technologies will, Kress contends, have the widest imaginable consequences.Literacy in the New Media Age is suitable for anyone fascinated by literacy and its wider political and cultural implications. It will be of particular interest to those studying education, communication studies, media studies or linguistics.

In this 'new media age' the screen has replaced the book as the dominant medium of communication. This dramatic change has made image, rather than writing, the centre of communication.In this groundbreaking book, Gunther Kress considers the effects of a revolution that has radically altered the relationship between writing and the book. Taking into account social, economic, communication and technological factors, Kress explores how these changes will affect the future of literacy.Kress considers the likely larger-level social and cultural effects of that future, arguing that the effects of the move to the screen as the dominant medium of communication will produce far-reaching shifts in terms of power - and not just in the sphere of communication. The democratic potentials and effects of the new information and communication technologies will, Kress contends, have the widest imaginable consequences.Literacy in the New Media Age is suitable for anyone fascinated by literacy and its wider political and cultural implications. It will be of particular interest to those studying education, communication studies, media studies or linguistics.

The 21st century is awash with ever more mixed and remixed images, writing, layout, sound, gesture, speech, and 3D objects. Multimodality looks beyond language and examines these multiple modes of communication and meaning making. Multimodality: A Social Semiotic Approach to Contemporary Communication represents a long-awaited and much anticipated addition to the study of multimodality from the scholar who pioneered and continues to play a decisive role in shaping the field. Written in an accessible manner and illustrated with a wealth of photos and illustrations to clearly demonstrate the points made, Multimodality: A Social Semiotic Approach to Contemporary Communication deliberately sets out to locate communication in the everyday, covering topics and issues not usually discussed in books of this kind, from traffic signs to mobile phones. In this book, Gunther Kress presents a contemporary, distinctive and widely applicable approach to communication. He provides the framework necessary for understanding the attempt to bring all modes of meaning-making together under one unified theoretical roof.This exploration of an increasingly vital area of language and communication studies will be of interest to advanced undergraduate and postgraduate students in the fields of English language and applied linguistics, media and communication studies and education.

The 21st century is awash with ever more mixed and remixed images, writing, layout, sound, gesture, speech, and 3D objects. Multimodality looks beyond language and examines these multiple modes of communication and meaning making. Multimodality: A Social Semiotic Approach to Contemporary Communication represents a long-awaited and much anticipated addition to the study of multimodality from the scholar who pioneered and continues to play a decisive role in shaping the field. Written in an accessible manner and illustrated with a wealth of photos and illustrations to clearly demonstrate the points made, Multimodality: A Social Semiotic Approach to Contemporary Communication deliberately sets out to locate communication in the everyday, covering topics and issues not usually discussed in books of this kind, from traffic signs to mobile phones. In this book, Gunther Kress presents a contemporary, distinctive and widely applicable approach to communication. He provides the framework necessary for understanding the attempt to bring all modes of meaning-making together under one unified theoretical roof.This exploration of an increasingly vital area of language and communication studies will be of interest to advanced undergraduate and postgraduate students in the fields of English language and applied linguistics, media and communication studies and education.

English in Urban Classrooms is a ground-breaking text that spans a range of issues central to school English today. It extends not only to the spoken and written language of classrooms, but also to other modes of representation and communication that are important in English teaching. This includes image, gesture, gaze, movement and spatial organisation.The team of experienced and expert authors collectively examine how English is shaped by policy, institutions and the social relations of the classroom. By connecting issues of policy and social context, the book provides a detailed account of factors such as:the characteristics of urban multi-cultural schoolsteacher formation and traditionthe ethos of school English departmentsthe institutional changes that have shaped school English in urban classroomsstudents' experiences of learning.This book offers a fascinating and enlightening read, not only to those involved in English teaching, but also to educational researchers, policymakers, linguists and those interested in semiotics and multi-modality.

English in Urban Classrooms is a ground-breaking text that spans a range of issues central to school English today. It extends not only to the spoken and written language of classrooms, but also to other modes of representation and communication that are important in English teaching. This includes image, gesture, gaze, movement and spatial organisation.The team of experienced and expert authors collectively examine how English is shaped by policy, institutions and the social relations of the classroom. By connecting issues of policy and social context, the book provides a detailed account of factors such as:the characteristics of urban multi-cultural schoolsteacher formation and traditionthe ethos of school English departmentsthe institutional changes that have shaped school English in urban classroomsstudents' experiences of learning.This book offers a fascinating and enlightening read, not only to those involved in English teaching, but also to educational researchers, policymakers, linguists and those interested in semiotics and multi-modality.

This third edition of the landmark textbook Reading Images builds on its reputation as the first systematic and comprehensive account of the grammar of visual design. Drawing on an enormous range of examples from children's drawings to textbook illustrations, photo-journalism to fine art, as well as three-dimensional forms such as sculpture and toys, the authors examine the ways in which images communicate meaning.Features of this fully updated third edition include: new material on diagrams and data visualization a new approach to the theory of 'modality' a discussion of how images and their uses have changed since the first edition examples from a wide range of digital media including websites, social media, I-phone interfaces and computer games ideas on the future of visual communication.Reading Images presents a detailed outline of the 'grammar' of visual design and provides the reader with an invaluable 'tool-kit' for reading images in their contemporary multimodal settings. A must for students and scholars of communication, linguistics, design studies, media studies and the arts.

This state-of-the-art account of research and theorizing brings together multimodality, learning and communication through detailed analyses of signmakers and their meaning-making in museums, hospitals, schools and the home environment.By analyzing video recordings, photographs, screenshots and print materials, Jeff Bezemer and Gunther Kress go well beyond the comfortable domains of traditional sites of (social) semiotic and multimodal research. They steer away from spurious invention and naming of ever more new and exciting domains, focusing instead on fundamentals in assembling a set of tools for current tasks: namely, describing and analyzing learning and communication in the contemporary world as one integrated field. The theory outlined in the book is grounded in the findings of the authors’ wide-ranging empirical investigations. Each chapter evaluates the work that is being done and has been done, challenging accepted wisdom and standing much of it on its head.With extensive illustrations and many examples presented to show the reach and applicability of the theory, this book is essential reading for all those working in multimodality, semiotics, applied linguistics and related areas. Images from the book are also available to view online at www.routledge.com/9780415709620/

This state-of-the-art account of research and theorizing brings together multimodality, learning and communication through detailed analyses of signmakers and their meaning-making in museums, hospitals, schools and the home environment.By analyzing video recordings, photographs, screenshots and print materials, Jeff Bezemer and Gunther Kress go well beyond the comfortable domains of traditional sites of (social) semiotic and multimodal research. They steer away from spurious invention and naming of ever more new and exciting domains, focusing instead on fundamentals in assembling a set of tools for current tasks: namely, describing and analyzing learning and communication in the contemporary world as one integrated field. The theory outlined in the book is grounded in the findings of the authors’ wide-ranging empirical investigations. Each chapter evaluates the work that is being done and has been done, challenging accepted wisdom and standing much of it on its head.With extensive illustrations and many examples presented to show the reach and applicability of the theory, this book is essential reading for all those working in multimodality, semiotics, applied linguistics and related areas. Images from the book are also available to view online at www.routledge.com/9780415709620/

'Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.' Professor Ron Scollon, Department of Linguistics, Georgetown University. This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.

'Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.' Professor Ron Scollon, Department of Linguistics, Georgetown University. This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.

Critical Linguistics, inaugurated in 1979 with the publication of Language as Ideology, has been widely influential and successful in documenting the connection of linguistic and social practices. Published as a second edition in 1993, the reissue of this classic text still provides a most detailed theoretical account of the operation of power and ideology in all aspects of text. The book presents the advances made in the field of critical language study. The authors’ views on the necessary directions for the field are advanced through a detailed analysis and theoretical discussion of a related set of texts. The book will be of interest to students and teachers of a wide range of disciplines, including English language and linguistics, media, cultural and communication studies, and education.

First published in 1982, this influential and classic text poses two questions: what is it that a child learns when he or she learns to write? What can we learn about children, society and ourselves, by looking at this process? The book is based on a close analysis of a series of written texts by primary school children and is written for student teachers with little or no knowledge of linguistics. In this new edition, Gunther Kress has made extensive revisions in the light of recent developments in linguistics and in education.The theoretical focus is now a social semiotic one, which allows a fundamental rethinking of issues such as 'preliteracy' and broad social and cultural questions around the making of texts.

Originally published in 1979. This book studies language variation as a part of social practice - how language expresses and helps regulate social relationships of all kinds. Different groups, classes, institutions and situations have their special modes of language and these varieties are not just stylistic reflections of social differences; speaking or writing in a certain manner entails articulating certain social meanings, however implicit. This book focuses on the repressive and falsifying side of linguistic practice but not without recognising the power of language to reveal and communicate. It analyses the language used in a variety of situations, including news reporting, interviews, rules and regulations, even such apparently innocuous language as the rhymes on greetings cards. It argues for a critical linguistics capable of exposing distortion and mystification in language, and introduces some basic tools for a do-it-yourself analysis of language, ideology and control.

Originally published in 1979. This book studies language variation as a part of social practice - how language expresses and helps regulate social relationships of all kinds. Different groups, classes, institutions and situations have their special modes of language and these varieties are not just stylistic reflections of social differences; speaking or writing in a certain manner entails articulating certain social meanings, however implicit. This book focuses on the repressive and falsifying side of linguistic practice but not without recognising the power of language to reveal and communicate. It analyses the language used in a variety of situations, including news reporting, interviews, rules and regulations, even such apparently innocuous language as the rhymes on greetings cards. It argues for a critical linguistics capable of exposing distortion and mystification in language, and introduces some basic tools for a do-it-yourself analysis of language, ideology and control.

This is the first text to deal with mobile learning in formal education. Focusing on at risk groups in formal education and how portable technologies can support them, the book offers a sound theoretical foundation supported by case studies and examples.

This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.