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Gunther Kress

Gunther Kress, Department of Learning, Curriculum and Communication at theInstitute of Education University of London, is a Professor of Semiotics andEducation. He heads the Culture, Communication & Societies group.

Professor Kress interests are in understanding principles of representation,and communication in contemporary social environments. This involves a

continuing interest in the development of a social semiotic theory of multimodal representatand communication. For him, this implies a focus on the processes and forms of communicationin all modes including those of speech and writing.

meaning-makingion

KEY PROFESSIONAL APPOINTMENTS

Dean of Communication and Cultural Studies, South Australian College of AdvancedEducation

Dean of the Faculty of Humanities and Social Studies, New South Wales Institute ofTechnology, Sydney

Assistant Vice-Chancellor, University of Technology, Sydney Head of Culture, Communications & Societies, London Institute of Education, University

of London

BOOKS AVAILABLE IN THE UBC LIBRARY

Kress, G. (1994). Learning to write. New York: Routledge.EDUCATION LIBRARY LB1139.W7 K73 1994 / Also ONLINE

Kress, G. (1997). Before writing: Rethinking the paths to literacy. London; New York: Routledge.KOERNER LIBRARY LB1576 .K67 1997 / Also ONLINE

Kress, G. (2000). Early spelling: Between convention and creativity. London; New York:Routledge. KOERNER LIBRARY stacks P240.2 .K74 2000 / Also ONLINE

Kress, G. (2001). Multimodal teaching and learning:The rhetorics of the scienceclassroom. New York: Continuum. EDUCATION LIBRARY LB1033.5 M85 2001

Kress, G. (2003). Literacy in the new media age. London: Routledge.EDUCATION LIBRARY LC149.5 K74 2003 / Also ONLINE

Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication.London; New York: Routledge. KOERNER LIBRARY P99 .K684 2010

Kress, G. & van Leeuwen, T. (2006). Reading images: The grammar of visual design. New York:

Routledge. EDUCATION LIBRARY NK1510 K64 2006 / Also ONLINE

Kress, G., Jewitt, C., Bourne, J., Franks, A., Hardcastle, J., Jones, K. & Reid, E. (2004).English in urban classrooms: A multimodal perspective on teaching and learning.ONLINE

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JOURNAL ARTICLES

Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic

account of designs for learning. Written Communication, 25(2),166-195.DOI:10.1177/0741088307313177.

Jewitt, C., Bezemer, J., Jones, K., & Kress, G. (2009). Changing English? The impactof technology and policy on a school subject in the 21

stcentury. English Teaching:

Practice and Critique, 8(3), 8-20. Retrieved fromhttp://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art1.pdf

Jewitt, C., Jones, K., & Kress, G. (2005). English in classrooms: only write down whatyou need to know: annotation for what? English in Education, 39(1), 5-18.DOI: 10.1111/j.1754-8845.2005.tb00606.x

Jewitt, C., Kress, G., Ogborn, J., & Tsatsarelis, C. (2001). Exploring learning throughvisual, actional and linguistic communication: The multimodal environment of a scienceclassroom. Educational Review, 53(1), 5-18. DOI:10.1080/00131910120033600

Johnson, D. & Kress, G. (2003). Globalisation, literacy and society: Redesigning

pedagogy and assessment. Assessment in Education: Principles, Policy & Practice, 10(1),5. DOI: 10.1080/09695940301697Kenner, C., Kress, G., Al-khatib, H., Kam, R., & Tsai, K. (2004). Finding the keys to

biliteracy: How young children interpret different writing systems. Language & Education:An International Journal, 18(2), 124-144. DOI: 10.1080/09500780408666871

Kress, G. (1996). Internationalisation and globalisation: Rethinking a curriculum ofcommunication. Comparative Education, 32(2), 185-196. DOI:10.1080/03050069628830.

Kress, G. (1999). Genre and the changing contexts for English language arts.Language Arts, 76(6), 461. Retrieved from http://www.ncte.org/journals/la/issues/v76-6

Kress, G. (2000). A curriculum for the future. Cambridge Journal of Education, 30(1),133-145. DOI:10.1080/03057640050005825.

Kress, G. (2005). Gains and losses: New forms of texts, knowledge, and learning.Computers & Composition, 22(1), 5-22. DOI:10.1016/j.compcom.2004.12.004.

Kress, G. (2007). Thinking about meaning and learning in a world of instability and

multiplicity. Pedagogies, 2(1), 19-34. DOI:10.1080/15544800701343604.Kress, G. (2008). Meaning and learning in a world of instability and multiplicity.

Studies in Philosophy & Education, 27(4), 253-266. DOI:10.1007/s11217-007-9070-2.Kress, G. (2009). Comments on Cope and Kalantzis. Pedagogies, 4(3), 205-212.

DOI:10.1080/15544800903076093.Kress, G., & Burn, A. (2005). Pictures from a rocket: English and the semiotic take.

English Teaching: Practice & Critique, 4(1), 95-105.http://edlinked.soe.waikato.ac.nz/research/journal/view.php?view=true&id=8&p=1#pageopen

Norton, B., & Kress, G. (2000). Multimodality: Challenges to thinking about language.TESOL Quarterly, 34(2), 337-340. Retrieved from http://www.jstor.org/stable/3587959