Meaning making and transformative engagement - notes on Gunther Kress's social semiotic and multimodal approach to learning
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| Název: | Meaning making and transformative engagement - notes on Gunther Kress's social semiotic and multimodal approach to learning |
|---|---|
| Autoři: | Selander, Staffan, 1947 |
| Zdroj: | Text & Talk. 44(Special issue):511-525 |
| Témata: | Gunther Kress, designs for learning, multimodal learning resources, digital learning resources, signs of learning, context, data- och systemvetenskap, Computer and Systems Sciences |
| Popis: | Against the background of a longstanding collaboration between Gunther Kress’s research group in London and my own research group in Stockholm, I reflect, in this paper, on the role of Kress’s ideas in our joint development of a social semiotic, multimodal, and design-oriented approach to learning, an approach which sees learning as performative, and as an activity in which learners create their own learning paths. I first discuss how, for Kress, this path has three elements, the affordances of the learning resources available to the learner, the learner’s ‘interest’ which turns aspects of these resources into ‘prompts’ for learning, and the learner’s active interpretation and transformation of these aspects, the results of which can then be recognized and valued as ‘signs of learning’. However, recognizing learning also needs to take account of the dimension of time, so as to make it possible to assess whether learners have gained knowledges and skills they did not have at an earlier stage. I then discuss the role of context in Kress’s thinking about learning. For Kress, context is another vital aspect of a social semiotic theory of learning. On the one hand, Kress focuses here on the specific, unique contexts in which individual learners create their own learning paths. On the other hand, he recognizes that signs will always carry social and political relations. Reflecting on the dynamic relation between individual learners and the way institutions regulate ways of learning, I discuss both the continued role of institutional learning contexts and their hidden curricula, and the way emerging technologies facilitate individual learning paths and interactive, participatory forms of learning. |
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| Přístupová URL adresa: | https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-238208 https://doi.org/10.1515/text-2022-0099 |
| Databáze: | SwePub |
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| Items | – Name: Title Label: Title Group: Ti Data: Meaning making and transformative engagement - notes on Gunther Kress's social semiotic and multimodal approach to learning – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Selander%2C+Staffan%22">Selander, Staffan</searchLink>, 1947 – Name: TitleSource Label: Source Group: Src Data: <i>Text & Talk</i>. 44(Special issue):511-525 – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Gunther+Kress%22">Gunther Kress</searchLink><br /><searchLink fieldCode="DE" term="%22designs+for+learning%22">designs for learning</searchLink><br /><searchLink fieldCode="DE" term="%22multimodal+learning+resources%22">multimodal learning resources</searchLink><br /><searchLink fieldCode="DE" term="%22digital+learning+resources%22">digital learning resources</searchLink><br /><searchLink fieldCode="DE" term="%22signs+of+learning%22">signs of learning</searchLink><br /><searchLink fieldCode="DE" term="%22context%22">context</searchLink><br /><searchLink fieldCode="DE" term="%22data-+och+systemvetenskap%22">data- och systemvetenskap</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+and+Systems+Sciences%22">Computer and Systems Sciences</searchLink> – Name: Abstract Label: Description Group: Ab Data: Against the background of a longstanding collaboration between Gunther Kress’s research group in London and my own research group in Stockholm, I reflect, in this paper, on the role of Kress’s ideas in our joint development of a social semiotic, multimodal, and design-oriented approach to learning, an approach which sees learning as performative, and as an activity in which learners create their own learning paths. I first discuss how, for Kress, this path has three elements, the affordances of the learning resources available to the learner, the learner’s ‘interest’ which turns aspects of these resources into ‘prompts’ for learning, and the learner’s active interpretation and transformation of these aspects, the results of which can then be recognized and valued as ‘signs of learning’. However, recognizing learning also needs to take account of the dimension of time, so as to make it possible to assess whether learners have gained knowledges and skills they did not have at an earlier stage. I then discuss the role of context in Kress’s thinking about learning. For Kress, context is another vital aspect of a social semiotic theory of learning. On the one hand, Kress focuses here on the specific, unique contexts in which individual learners create their own learning paths. On the other hand, he recognizes that signs will always carry social and political relations. Reflecting on the dynamic relation between individual learners and the way institutions regulate ways of learning, I discuss both the continued role of institutional learning contexts and their hidden curricula, and the way emerging technologies facilitate individual learning paths and interactive, participatory forms of learning. – Name: Format Label: File Description Group: SrcInfo Data: print – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-238208" linkWindow="_blank">https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-238208</link><br /><link linkTarget="URL" linkTerm="https://doi.org/10.1515/text-2022-0099" linkWindow="_blank">https://doi.org/10.1515/text-2022-0099</link> |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1515/text-2022-0099 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 511 Subjects: – SubjectFull: Gunther Kress Type: general – SubjectFull: designs for learning Type: general – SubjectFull: multimodal learning resources Type: general – SubjectFull: digital learning resources Type: general – SubjectFull: signs of learning Type: general – SubjectFull: context Type: general – SubjectFull: data- och systemvetenskap Type: general – SubjectFull: Computer and Systems Sciences Type: general Titles: – TitleFull: Meaning making and transformative engagement - notes on Gunther Kress's social semiotic and multimodal approach to learning Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Selander, Staffan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 18607330 – Type: issn-print Value: 18607349 – Type: issn-locals Value: SWEPUB_FREE – Type: issn-locals Value: SU_SWEPUB Numbering: – Type: volume Value: 44 – Type: issue Value: Special issue Titles: – TitleFull: Text & Talk Type: main |
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