Design in Gunther Kress's Social Semiotics

Autor/inn/en	Adami, Elisabetta; Diamantopoulou, Sophia; Lim, Fei Victor
Titel	Design in Gunther Kress's Social Semiotics
Quelle	In: London Review of Education, 20 (2022) 1, Artikel 41 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Adami, Elisabetta) ORCID (Diamantopoulou, Sophia) ORCID (Lim, Fei Victor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
Schlagwörter	Semiotics; Interpersonal Communication; Linguistic Theory; Design; Teaching Methods; Informal Education; Museums; Communication (Thought Transfer); Learning Processes; Criticism; College Faculty; Researchers; Exhibits; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Semiotik; Interpersonale Kommunikation; Linguistische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Informelle Bildung; Nichtformale Bildung; Museum; Museumswesen; Museen; Communication; thought; Kommunikation; Gedanke; Learning process; Lernprozess; Kritik; Fakultät; Researcher; Forscher; Ausland
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. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01