Multimodality: Challenges to Thinking About Language

By Gunther Kress. 2000

329 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/3ce1ddea2b4e4c6169773dd5759583a413ab42da

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Carolin Fuchs
2. Andreas Müller-Hartmann
3. P. David Pearson
4. Terry Royce
5. Scott E. Grapin

In Literature and Literary Theory

1. Andreas Müller-Hartmann
2. Carolin Fuchs
3. Terry Royce
4. Scott E. Grapin

Citations in the corpus

• Language and literacy (2009, neutral): “This multifaceted approach to literacy is less narrow than Skills for Success and as a result older adults are included in their programming and resources.”
• Multimodality in the New Content Standards Era: Implications for English Learners (2019, background): “…strategic choices that take account of the affordances and limitations of each mode, there is an increasing trend toward characterizing this process as design, or “the intentional deployment of resources in specific configurations to implement the purposes of the designers” (Kress, 2000, p. 340).”
• Multimodality in the TESOL Classroom: Exploring Visual-Verbal Synergy. (2002, background): “n Communication through computer technology has increased the intermingling of text, audio, video, and images in meaning making to the point that Kress (2000) argues that it “is now impossible to make sense of texts, even of their linguistic parts alone, without having a clear idea of what these…”
• Reading and Writing in the Service of Inquiry-Based Science (2005, background): “Science relies heavily on the use of visual elements to represent and convey information, and these visual elements are an essential component of science text (Kress, 2000).”
• Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges (2012, background): “…the resources according to their personal, social, cognitive, and affective needs and interests, tasks demands and institutional circumstances, we can actively support them in becoming competent users of multimodal environments, or as mentioned earlier, ―agents‖ and ―designers‖ (Kress, 2000).”