Design in Gunther Kress’s social semiotics

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
E. Adami, Sophia Diamantopoulou, Fei Victor Lim
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引用次数: 2

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.
Gunther Kress的社会符号学中的设计
冈瑟·克雷斯(Gunther Kress)的多模态和社会符号学交流理论已经超越了最初为他的作品提供框架的语言学领域,并已扩展到其他领域,如教育、博物馆研究以及更广泛的人文和社会科学。本文汇集了我们对Gunther Kress理论中设计概念的见解。从我们的研究中,我们反思了Kress在社会符号学中的设计概念,并讨论了这个想法如何启发我们在学校的正式学习,博物馆的非正式学习和交流,以及日常交流和社会互动领域推进研究。我们认为设计的贡献在于挑战“能力”、“解释”和“批判”等概念的界限,这些概念分别与教育、博物馆、日常交流和研究实践领域的主导话语和实践有关。我们将设计视为:(1)学习;(2)资源转化;(3)参与社会符号学研究,并认为作为一种解释性资源,它使我们能够超越学校、博物馆和学术界等机构所构成的限制。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
London Review of Education
London Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
6.70%
发文量
39
审稿时长
48 weeks
期刊介绍: London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.
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