{"id":6507,"date":"2006-02-17T22:00:00","date_gmt":"2006-02-17T22:00:00","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/02\/17\/kress-literacy\/"},"modified":"2006-02-17T22:00:00","modified_gmt":"2006-02-17T22:00:00","slug":"kress-literacy","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/02\/17\/kress-literacy\/","title":{"rendered":"Kress – Literacy in the New Media Age<\/i> (2003)"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>

I’m just eight pages into Gunther Kress’ Literacy in the New Media Age.
\nI’ve read the chunk before the preface (what is this thing, a superpreface, an
\nantepreface, pre-preface?): "The Futures of Literacy: Modes, Logics and
\nAffordances." This much is clear: image and text function according to
\ndistinctive logics. With text, word follows word. It’s sequentiality
\ninvolves a distinctive commitment<\/i>, both for writers and readers, to paths
\nand naming. Text inheres time, whereas image inheres space, Kress tells
\nus. Image involves a kind of commitment to location, and while Kress hints at
\nthe importance of perceptual paths for readers of images, that point doesn’t get
\nextended early on. Next, Kress discusses media and affordances; these few
\nlines are a sample of what he’s got going here:<\/p>\n

1. Multimodality is made easy, usual, ‘natural,’ by these technologies. (5)
\n2. The new technologies have changed unidirectionality into bidirectionality.
\n(6) (i.e. with the email, you can send and<\/i> receive)
\n3. Writing is becoming ‘assembling according to designs’ in ways which are
\novert, and much more far-reaching, than they were previously. (6)
\n4. The affordances and the organisations of the screen are coming to (re)shape
\nthe organisation of the page. (6)
\n5. It is possible to see writing becoming subordinated to the logic of the
\nvisual in many or all of its uses. (7)<\/p>\n

<\/p>\n

That subordination concerns Kress, and I anticipate that it fuels what will
\nultimately play out as a beware-of-image argument for Writing conservation
\n(pictures are preying on our dull-wit kids, sapping their Literacy, etc.).
\nBut you’re right; to be fair, I should read more of it before leaping to
\ncyniclusions. Here’s an overarching
\nstatement near the end of the pre-preface:<\/p>\n

\n

\n What do I hope to achieve which this book? There is a clear
\n difference between this book and others dealing with the issues of literacy
\n and new media. The current fascination with the dazzle of the new media
\n is conspicuous here by its absence. I focus on just a few instances and
\n descriptions of hypertextual arrangements, internet texts, or the structure of
\n websites. I am as interested in understanding how the sentence<\/i>
\n developed in the social and technological environments of England in the
\n seventeenth century, as I am in seeing what sentences are like now. The
\n former like the latter–in showing principles of human meaning-making–can
\n give us ways of thinking about the likely developments of the sentences in the
\n social and technological environments of our present and of the immediate
\n future. In that sense the book is out of the present mould; in part it
\n looks to the past as much as to the present to understand the future. It
\n is a book about literacy now, everywhere, in all its sites of appearances, in
\n the old and the new media–it is about literacy anywhere in this new media
\n age<\/i>. (8)<\/p>\n<\/blockquote>\n

With his explicit attention to sentences, I’m not expecting much
\nin the way of arrangement<\/i> at a larger scale–the relationship of larger units
\nof writing as perhaps both spatial and temporal commitments. And I am glad
\nto know that LITNMA<\/i> is catalogued in
\nGoogle Books<\/a>, so I can find that "arrangement(s)" turns up 39 times,
\nand "rhetoric" makes just three appearances. I’ll also have to
\nread
\n
\nthis review<\/a> after I get farther along with my own reading. More notes
\nbefore the weekend’s up….<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>I’m just eight pages into Gunther Kress’ Literacy in the New Media Age. I’ve read the chunk before the preface (what is this thing, a superpreface, an antepreface, pre-preface?): "The Futures of Literacy: Modes, Logics and Affordances." This much is clear: image and text function according to distinctive logics. With text, word follows word. It’s…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[167],"tags":[546,424,441,545,255,547,318,185,443,433],"class_list":["post-6507","post","type-post","status-publish","format-standard","hentry","category-reading_notes","tag-arrangement","tag-design","tag-image","tag-kress","tag-literacy","tag-multimodal","tag-new-media","tag-rhetoric","tag-text","tag-visuality"],"yoast_head":"\nKress - Literacy in the New Media Age (2003) - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2006\/02\/17\/kress-literacy\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Kress - Literacy in the New Media Age (2003) - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 3 minsI’m just eight pages into Gunther Kress’ Literacy in the New Media Age. 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The screen's proclivity for combining images and text has profound consequences, Kress argues, for the temporal\/sequential logics of letter,\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7072,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/07\/wysocki-awaywit-1\/","url_meta":{"origin":6507,"position":1},"title":"Wysocki, “Awaywithwords”","author":"Derek Mueller","date":"November 7, 2006","format":false,"excerpt":"Wysocki, Anne F. \"Awaywithwords: On the Possibilities in Unavailable Designs.\" Computers and Composition 22 (2005) 55-62. In this brief article, Wysocki complicates the dichotomy between image and word, a division reinforced in the work of Kress, who partitions words and their \"temporal and sequential logic\" from \"image-presentations\" and their \"spatial\u2026","rel":"","context":"In "Visuality and New Media"","block_context":{"text":"Visuality and New Media","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/visuality_and_n\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6505,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/02\/14\/problems-and-st\/","url_meta":{"origin":6507,"position":2},"title":"Problems and Stases","author":"Derek Mueller","date":"February 14, 2006","format":false,"excerpt":"Another double-seminar Tuesday coming up: In 720 this afternoon, we're talking up the stases (definition, fact, cause, value and action, following Fahnestock and Secor) and looking through Joseph Williams' \"Problems into PROBLEMS\" (PDF) to re-see the first few pages of two pieces--one of our own and one from a journal.\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6485,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/01\/16\/lugging-around-1\/","url_meta":{"origin":6507,"position":3},"title":"Lugging Around","author":"Derek Mueller","date":"January 16, 2006","format":false,"excerpt":"Like Krista, I start back to classes tomorrow for the final semester of coursework.\u00a0 The following selections fill the docket, in no particular order; they're the ones I'll be hefting around in the coming months. GEO781: Seminar in Cartography: Web Mapping and Cybercartography Mapping Hacks, Erle, Gibson, and Walsh. Added\u2026","rel":"","context":"In "Academe"","block_context":{"text":"Academe","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/academe\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7012,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/27\/trimbur-deliver\/","url_meta":{"origin":6507,"position":4},"title":"Trimbur, “Delivering the Message”","author":"Derek Mueller","date":"July 27, 2006","format":false,"excerpt":"Trimbur, John. \"Delivering the Message: Typography and the Materiality of Writing.\" Olson 188-202. Trimbur opens with a lucid, concise account of the distinction between process and post-process movements.\u00a0 \"Process,\" he writes, becomes a given with the ubiquity of its foci: cognition, voice, conversation.\u00a0 Post-process, rather than accepting as transparent the\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7039,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/09\/trimbur-essayis\/","url_meta":{"origin":6507,"position":5},"title":"Trimbur, “Essayist Literacy and the Rhetoric of Deproduction”","author":"Derek Mueller","date":"September 9, 2006","format":false,"excerpt":"Trimbur, John. \"Essayist Literacy and the Rhetoric of Deproduction.\" Rhetoric Review 9.1 (1990): 72-86. Trimbur works through an indictment of the \"monological regime of silence and facticity\" implicit (albeit with paradoxes and contradictions) in essayist literacy (72). Consider the difference between literacy studies' framing of essayist literacy (text as \"self-sufficient\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6507","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=6507"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6507\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=6507"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=6507"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=6507"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}