Social Semiotics

Gualberto, Clarice Lage; Kress, Günther

doi:10.1002/9781118978238.ieml0226

Cited by 14 publications

(10 citation statements)

References 4 publications

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“…Viewed through this theoretical lens, teachers themselves can also be understood as authors and meaning-makers, responding to the demands of the disciplines they teach within a school context shaped by various stakeholders’ policy and curricular decisions (Flewitt, 2011). This interpretation of teaching and learning challenges the banking model of education critiqued by Freire (1968/2018): teachers cannot simply transfer knowledge to students; there is always semiotic change with social effects (Gualberto & Kress, 2019).…”

Section: A Social Semiotic Perspective On Multimodalitymentioning

confidence: 97%

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One Fourth-Grader’s Orchestration of Modes Through Comic Composition

Reid

Moses

2022

Written Communication

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Language-oriented literacy standards offer mostly linguistic accounts of text complexity. In response, the present article demonstrates that multimodal and visual narratives offer additional ways to understand and discuss text complexity. This descriptive analysis of one fourth-grader’s comic provides an account of the multimodal patterns and orchestration noted across the pages of the comic. Data sources included the published comic, as well as a multimodal artifact elicitation interview conducted with Sabrina, a fourth-grade student. The authors show how Sabrina constructed a complex multimodal text by drawing not only from her knowledge of image and written language but also from her experiences with spoken language, touch, facial expressions, and gesture. These findings suggest that it would be beneficial for teachers and researchers to continue to create curricular space for multimodal composing opportunities and that stakeholders in language arts and communication education might deepen collaborations to develop instructional frameworks that support students as they compose using modes beyond language across the grade levels.

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Section: A Social Semiotic Perspective On Multimodalitymentioning

confidence: 97%

“…Social semiotic theories draw attention to the motivation and interest of composers and the semiotic work they undertake (Gualberto & Kress, 2019). For example, Kress (2010) argued that composers adopt three roles when constructing a multimodal text: the roles of rhetor, designer, and producer.…”

Section: A Social Semiotic Perspective On Multimodalitymentioning

confidence: 99%

One Fourth-Grader’s Orchestration of Modes Through Comic Composition

Reid

Moses

2022

Written Communication

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“…Social semiotics has tackled literacy in various scopes [49,77]. It is in this line of research on literacy that the notion of semiotic resource [78] emerged and, in light of it, a concept of meaning as multimodally articulated was developed.…”

Section: Umwelt Affordances Resourcesmentioning

confidence: 99%

A “Strong” Approach to Sustainability Literacy: Embodied Ecology and Media

2021

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This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites bridging biosemiotics with critical media literacy, in pursuit of a strong, integrated sustainability literacy. The need for such a construal of literacy can be observed in recent scholarship on embodied cognition, education, media and bio/eco-semiotics. By (1) construing the environment as semiosic (Umwelt), and (2) replacing the notion of text with model, we develop a theory of literacy that understands learning as embodied/environmental in/across any mediality. As such, digital and multimedia learning are deemed to rest on environmental and embodied affordances. The notions of semiotic resources and affordances are also defined from these perspectives. We propose that a biosemiotics-informed approach to literacy, connecting both eco- and critical-media literacy, accompanies a much broader scope of meaning-making than has been the case in literacy studies so far.

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“…In their seminal work known as "Social Semiotics", Hodge and Kress (1988) have considered language as a resource for meaning making in the social and cultural perspectives. (Gualberto & Kress, 2018). These concepts are discussed and represented in different fields of language and provided broader insights for the study of multimodality (ibid).…”

Section: ___________________________________________________________________________ Frameworkmentioning

confidence: 99%

Visual representation of COVID-19 in Children‘s Literature: A Semiotic Analysis

Tufail

Khan

Qureshi

2021

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The massive spread of Coronavirus has badly affected the entire globe and lives of the people irrespective of age or gender. Children in this regard are no exemption. They are affected not only physically but also emotionally and mentally due to the virus and quarantine period. This study aims to provide a semiotic analysis of the visual representations of Covid-19 in the children’s book covers selected on a global level. These covers are new emerging literature and serve to narrate a global discourse related to COVID-19. The researchers have followed the qualitative approach and the data have been collected using purposive sampling technique to provide a holistic interpretation of the selected covers. Framework, selected for the study, is ‘Semiotic Analysis’ by Kress and van Leeuwen (2006). The findings revealed that the participants’ actions and overall circumstances in these covers are highly meaningful. The action narrative and colorful illustrations aim to motivate the young audience in a positive manner. Furthermore, they communicate a message of hope and urge them to fight against the virus. The visuals in these covers are therefore quite significant in their meanings and interpretations.

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Social Semiotics

Cited by 14 publications

References 4 publications

One Fourth-Grader’s Orchestration of Modes Through Comic Composition

One Fourth-Grader’s Orchestration of Modes Through Comic Composition

A “Strong” Approach to Sustainability Literacy: Embodied Ecology and Media

Visual representation of COVID-19 in Children‘s Literature: A Semiotic Analysis

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