March 2023
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44 Reads
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215 Citations
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Publications (100)
September 2021
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54 Reads
May 2021
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64 Reads
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4 Citations
April 2021
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127 Reads
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3 Citations
March 2020
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298 Reads
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22 Citations
Cultural Studies of Science Education
This review is on Lilian Pozzer and Wolff-Michael Roth’s “A cultural-historical perspective on the multimodal development of concepts in science lectures.” We offer some brief observations from within the paradigm of social semiotics, more specifically from our own attempts to produce multimodal accounts of learning in and beyond the classroom. We propose to treat meaning as the outcome of social action and interaction: clearly, environments and practices of learning and teaching come within that frame. We comment on the categories and implicit distinctions of verbal vs nonverbal, and the relative visibility and invisibility of meaning makers (teacher and learner) and their use of semiotic resources in accounts of learning. We highlight the agency of learners and propose a transformation of the role of “teacher” into that of “designer (of learning environments)”. We conclude by briefly speculating on the possibility of bringing the two distinct paradigms into dialogue and conjunction.
December 2019
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352 Reads
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14 Citations
Our aim is to describe what we regard as nothing less than a paradigm shift – in societies where this change is taking place. It is a move from a paradigm in which the mode of writing (‘language’, in traditional parlance) was assumed to provide the ontological and epistemological basis for describing, understanding, and accounting for ‘the world’, to a situation where the visual mode is – more and more – assuming that role. The mode of image underpins the new paradigm, and the semiotic resources of that mode provide the tools, the descriptions, the analyses, and the accounts as means for understanding the world. In this chapter, we can do no more than ‘fly that kite’. Proceeding, in the main, via examples, we point to some telling instances, suggesting what kinds of tools might serve for documenting and for analysing that world. In this, we aim to provide some of the outlines of the paradigm and consequences of that shift.
May 2019
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8,776 Reads
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14 Citations
This entry provides a brief overview of social semiotics. It begins with a brief historical account, presents some major texts, and mentions research that has contributed to the development of the theory. Key concepts are introduced—such as mode, interest, sign, design, semiotic work, text, and meaning‐making. The issues of literacy and education are discussed under a social semiotic perspective, showing how these fields are related to each other. An example from teaching–learning practice is used to exemplify some of the concepts.
January 2019
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11 Reads
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7 Citations
Si l’étude des composantes multimodales de la communication, déjà ancienne et repérable dans différents champs scientifiques, fournit aujourd’hui des cadres pertinents pour l’analyse de la production des significations sociales, de l’organisation de l’interaction et du partage des connaissances, cet ouvrage propose de les traiter dans leur rapport à la formation des professionnels en éducation. À partir d’études empiriques menées dans différents contextes éducatifs (milieu médico-éducatif, enseignement primaire et secondaire, formation professionnelle initiale et continue), et en s’appuyant sur la sémiotique sociale de Gunther Kress, il interroge les conditions méthodologiques dans lesquelles les pratiques éducatives mobilisant diverses ressources sémiotiques, comme le corps, l’espace, les objets et le langage, peuvent être observées et interprétées. Il questionne également la manière dont ces conditions d’observation et d’interprétation peuvent être réinvesties dans la formation aux métiers de l’éducation et appelle à une reconnaissance des pratiques multimodales dans la construction, la médiation ou l’appropriation des savoirs.
January 2019
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12 Reads
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6 Citations
Si l’étude des composantes multimodales de la communication, déjà ancienne et repérable dans différents champs scientifiques, fournit aujourd’hui des cadres pertinents pour l’analyse de la production des significations sociales, de l’organisation de l’interaction et du partage des connaissances, cet ouvrage propose de les traiter dans leur rapport à la formation des professionnels en éducation. À partir d’études empiriques menées dans différents contextes éducatifs (milieu médico-éducatif, enseignement primaire et secondaire, formation professionnelle initiale et continue), et en s’appuyant sur la sémiotique sociale de Gunther Kress, il interroge les conditions méthodologiques dans lesquelles les pratiques éducatives mobilisant diverses ressources sémiotiques, comme le corps, l’espace, les objets et le langage, peuvent être observées et interprétées. Il questionne également la manière dont ces conditions d’observation et d’interprétation peuvent être réinvesties dans la formation aux métiers de l’éducation et appelle à une reconnaissance des pratiques multimodales dans la construction, la médiation ou l’appropriation des savoirs.
December 2018
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31 Reads
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1 Citation
Citations (76)
... The layer of communication beyond the parameters of spoken language renders these children multiply discounted. They exist in a space of liminality (Bhahba, 2004) and subalternity (Spivak, 1988). They exist in a liminal space in between the medicalized labels imposed on them by standardized assessments and institutions, which are required in order for them to access services and supports, and the rich and layered systems of communication that they construct and engage in outside of service provider and school sessions. ...
- Citing Chapter
October 2018
... However, analyzing such data is challenging due to its highly private nature, sheer volume, and the multimodal complexity of text, images, videos, and interface design elements. Existing approaches, including text-based analysis using optical character recognition (OCR) [7,8,64] or metadata extraction [2,49] and qualitative methods that require manual labeling [28,29,45], are laborintensive and impractical for such multimodal datasets. Hence, while many relevant datasets have been collected, most studies are limited to analyses that only explore a fraction of the media captured. ...
- Citing Chapter
March 2023
... A key point to draw attention to here is that the concepts outlined in this section can be applied across any kind of representation or interaction -be it a printed or digital text (Jewitt, 2002), a classroom with or without technology (Jewitt et al., 2011) or a complex interaction in a digitally mediated environment such as a surgical operating theatre . Thus, a researcher can employ multimodality to investigate the modal meaning potentials of a resource (e.g. ...
- Citing Article
April 2011
Teachers College Record
... Le modèle reste encore peu exploité dans le domaine francophone. Pour une récente (mais rare) présentation en français du modèle appliqué à l'apprentissage, voir Kress (2019). Le cadre théorique est également évoqué par Schneuwly (2009, p. 26-27). ...
- Citing Chapter
January 2019
... She gave a sample of a kind of DMC to help students get familiar with it. The finding is supported by Bezemer and Kress (2017) and Dahlstr€ om (2022) that DMC demands that students have prior knowledge of multimodal authoring, be technologically savvy and be familiar with the procedures necessary to create creative digital media projects. The sample of DMC can serve as a stepping stone for students to create their own DMC (Ferdiansyah, 2018). ...
- Citing Chapter
March 2017
... Research highlights the value of engaging students in digital multimodal composing to enhance their learning and equip them for the new literacy demands in the digital age (Burn & Kress, 2018;Hafner & Ho, 2020;Hafner & Miller, 2019;Lim & Toh, 2020;Mills & Unsworth, 2018;Potter, 2018;Smith et al., 2021). This process encourages students to demonstrate semiotic awareness (Towndrow et al., 2013) and to navigate the affordances of different modes in expressing ideas. ...
- Citing Chapter
September 2018
... In today's digital landscape, the seamless integration of technology into everyday life has heightened the demand for secure and reliable authentication mechanisms [1]. Among various biometric authentication techniques [2,3], face recognition technology stands out as an efficient and user-friendly solution, bridging the gap between physical and digital identities. ...
- Citing Chapter
December 2019
... As a second triplet, the three notions need to be applied to modes (as technologies for representation), media (as technologies for designing, producing and distributing them) and genres (as entextualisations of social practices/relations). The third triplet concerns the variables that (Adami 2009) and in Gunther's book (Kress 2010), with me reaching the conclusion that videointeraction was paradigmatic of contemporary principles of communication, with successful communication no longer defined by mutual understanding of the interactants' intended meanings, but by individualized participation in chains of semiosis producing compatible effects that fulfilled the interactants' diverse interests. need to be considered at each and all levels, i.e. materiality, socio-cultural availability, and sign-makers' agency. ...
- Citing Thesis
- Full-text available
May 2009
... 8) and can be summarized by a researcher by describing one's axiological, ontological, epistemological and methodological position. Some authors have described social semiotics as a paradigm in its own right (e.g., Bezemer & Kress, 2020). However, I have used ideas and concepts from multiple theories, and therefore, I position this dissertation in a paradigm that aligns well with all the theories and aims of this dissertation. ...
- Citing Article
- Full-text available
March 2020
Cultural Studies of Science Education
... Further, many researchers have offered ways to improve children's broader literacy outcomes, acknowledging the need to improve children's wellbeing due to high levels of stress and anxiety, particularly post-pandemic (Barton, 2023;Barton & Burke, 2024;Shin, 2023). For this paper, we define literacy as a social practice (Kress & Rowsell, 2018) that needs to be taught through socio-cultural lenses. In today's world, the ability to communicate effectively through a range of modes and in diverse contexts is increasingly necessary. ...
- Citing Chapter
December 2018