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      Design in Gunther Kress’s social semiotics

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          Abstract

          Gunther Kress’s multimodal and social semiotic theory of communication has moved beyond the realm of linguistics, which originally framed his work, and has reached out to inform other fields, such as those of education, museum studies, as well as the humanities and social sciences more broadly. This article brings together our insights in relation to a concept from Gunther Kress’s theory, that of design. Drawing from our research, we reflect on Kress’s conceptualisation of design in social semiotics and discuss how this idea has inspired us to advance research across the domains of formal learning in schools, informal learning and communication in museums, and in everyday communication and social interaction. We consider that the contribution of design is to challenge the boundaries of concepts such as ‘competence’, ‘interpretation’ and ‘critique’, associated respectively with the dominant discourses and practices in the worlds of education, museums and everyday communication and research practice. We look at design as: (1) learning; (2) transformation of resources; and (3) an engaged and engaging social semiotic research, and argue that as an interpretative resource it enables us to move beyond the limitations posed by institutions such as schools, museums and academia.

          Most cited references54

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          A Pedagogy of Multiliteracies: Designing Social Futures

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            Language as Social Semiotic: Thie Social Interpretation of Language and Meaning

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              Civilising Rituals Inside Public Art Museums

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                Author and article information

                Journal
                LRE
                London Review of Education
                Lond. Rev. Educ.
                UCL Press
                1474-8479
                09 November 2022
                : 20
                : 1
                : 41
                Affiliations
                [1 ]School of Languages, Cultures and Societies, University of Leeds, Leeds, UK
                [2 ]IOE, UCL’s Faculty of Education and Society, London, UK
                [3 ]National Institute of Education, Nanyang Technological University, Singapore
                Author notes
                [* ]Correspondence: victor.lim@ 123456nie.edu.sg
                Author information
                https://orcid.org/0000-0003-3651-919X
                https://orcid.org/0000-0001-8564-8743
                https://orcid.org/0000-0003-3046-1011
                Article
                LRE-20-41
                10.14324/LRE.20.1.41
                72aa6367-bdc3-491e-b167-53f0b36ef79b
                2022, Elisabetta Adami, Sophia Diamantopoulou and Fei Victor Lim.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/LRE.20.1.41.

                History
                : 28 February 2022
                : 13 July 2022
                Page count
                Pages: 12
                Categories
                Research article
                Custom metadata
                Adami, E., Diamantopoulou, S. and Lim, F.V. (2022) ‘Design in Gunther Kress’s social semiotics’. London Review of Education, 20 (1), 41. DOI: https://doi.org/10.14324/LRE.20.1.41.

                Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
                design,education,museum studies,multimodality,social semiotics,discourse,communication

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