Literacy in the New Media Age

By Gunther Kress. 2003

3,430 citations recorded by the source corpus.

Subfields: Literature and Literary Theory, Speech and Hearing, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/93ac61cdb16e34c9b166c6e0fac6d4287db6a52f

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In Literature and Literary Theory

In Speech and Hearing

In Human-Computer Interaction

Citations in the corpus

Multimodal literacy: What does it mean for classroom practice? (2010, background): “The theory of multimodality (Kress & van Leeuwen, 2001; Kress, 2003) has been the basis for the contention that the simultaneous processing of different modes of text, image, sound and gesture in visual, media or digital 214 Volume 33 Number 3 October 2010 W A LS H • A U ST RA LI A N JO U RN A L…”
Communicating and Thinking Through Drawing Activity in Early Childhood (2014, methodology): “This study uses the Vygotskian sociocultural framework (Vygotsky, 1962, 1978) and the semiotic perspective (Kress, 1997, 2003) to consider drawing activity as a means for meaning making, as a semiotic activity taking place every time in a specific sociocultural context.”
Teachers' Perceptions of Integrating Information and Communication Technologies into Literacy Instruction: A National Survey in the United States (2011, background): “…and printed texts (e.g., Leu & Reinking, 1996; McEneaney, 2006; Reinking, 1992, 1998, 2001) and by prominent arguments that digital forms of reading and writing signiﬁcantly alter and expand deﬁnitions of literacy (e.g., Coiro, Knobel, Lankshear & Leu, 2008; Kress, 2003; Lankshear & Knobel, 2003).”
Intercultural communicative competence and online exchanges: a systematic review (2018, background): “Drawing from Hauck (2010), Kress (2003) argues that the learners who get the most out of online intercultural exchanges are the ones who are aware of the affordances of different modes rather than the learners who are fully competent within one mode.”
Perspectives on Technology in Learning and Teaching Languages (2006, background): “Kress (2003) defines multimodal texts as “texts made up of elements of modes which are based on different logics” (p. 46), that is, texts that integrate writing, speech, images, color, sound, animation, and that therefore combine logics of time and space.”
Writing in the Wild: Writers’ Motivation in Fan‐Based Affinity Spaces (2013, background): “Designing multimodal transformative works can be a motivating endeavor for writers because “in multimodal ensembles…the possibilities of supplementing messages with meaning multiply, and incorporate the demands and the potentials of imagination of all the modes involved” (Kress, 2003, p. 170).”
Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges (2012, background): “He concedes that ―you don't need programming literacy like html to create a wiki, but you need to be able to use text software for example.”
Locating the Semiotic Power of Multimodality (2005, methodology): “…the word truth in italicized, violet-colored type on a black background; a photo-graph of two male Caucasian hands clasped in a handshake against a black field; a photograph of one of New York’s World Trade Towers neck up of a well-dressed, middle-aged, bespectacled Black man lighting a cigarette.”