{"id":6508,"date":"2006-02-19T23:10:04","date_gmt":"2006-02-19T23:10:04","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/02\/19\/kress-literacy-1\/"},"modified":"2006-02-19T23:10:04","modified_gmt":"2006-02-19T23:10:04","slug":"kress-literacy-1","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/02\/19\/kress-literacy-1\/","title":{"rendered":"Kress – Literacy in the New Media Age<\/i> (2003) II"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>

In Literacy in the New Media Age<\/i>, Gunther Kress settles into a gradual
\nprogression from long-held presumptions about alphabetic literacy to an
\nincreasingly hybridized and "multimodal" literacy based on the screen. The
\nscreen’s proclivity for combining images and text has profound consequences,
\nKress argues, for the temporal\/sequential logics of letter, word and clause as
\nunits of meaning. Kress contends that syntactic complexity is compromised
\nas the frenetic reading pathways of the screen condition readers and writers to
\nmixed-mode framings that, in turn, impact how they read and write.
\nContrary to my expectations, Kress is none too sour on this trend; in fact, his
\nmovement through dense sociolinguistic explanations of literacy, genre and
\npunctuation as framing are impressively nuanced. Yet, very little of the
\nfirst two-thirds of the book is explicit about the ways in which new writing
\ntechnologies are entangled in the shifts he describes, and in this sense, I find
\nKress to be frustrating in how patiently he advances his back-analysis on
\ntraditional alphabetic literacy (replicated in formal Western schooling)–while
\nthe matter at hand–screens as a site of particular kinds of changed<\/i>
\nwriting activity–hovers as a given. This book is far more about
\n"Literacy" than about "the New Media Age;" it inches toward actual discussions
\nof interfaces, and finally, near the end of chapter eight, offers a screen-shot
\nof a web page with eleven (by Kress’s count) "entry-points" for reading.
\nKress’s point with the screenshot: "’reading’ is now a distinctively different
\nactivity to what it was in the era of the traditional page" (138). <\/p>\n

<\/p>\n

Granted, the tensions between linearity and directionality; image, writing
\nand speech; space and time; and screen and page are significant, and because
\nKress is so complete in his attention to these contending factors, LITNMA<\/i>
\nis a solid primer for ‘literacy after the revolution’. There are, Kress
\nconcludes, heavy implications from all of this on teaching–bang that drum, yes?
\nI re-discovered, in chapter seven, "Multimodality, Multimedia and Genre,"
\nfamiliar ideas before I realized that I’d read it before. It’s
\nanthologized in Carolyn Handa’s Visual Rhetoric in a Digital World<\/i>, one of the
\ncollections we looked at two years ago in CCR601. In the chapter, Kress
\nworks on the problem of "ensembles of modes"–mixed imagetexts that don’t
\nreconcile neatly with known genre-types: "In the new communicational world there
\nare now choices about how what is to be represented should be represented: in
\nwhat mode, in what genre, in what ensembles of modes and genres and on what
\noccasions" (117). At the end of the chapter, Kress determines that notions
\nof mixed genres are less useful and that labeling is perhaps unhelpful; instead,
\nwe might prepare students to "feel at ease in a world of incessant change" (121)
\nwith something like Carolyn Miller’s genre as social action or more generative
\napplications of genre.<\/p>\n

The chapter I’ll return to, however, is chapter nine, "Reading as Semiosis,"
\nbecause it’s the place where Kress best develops the shift from reading as
\ninterpretation to reading as design (50) (in new media encounters). He
\nwants us to get at the question of whether "reading" refers to the linear
\nprocess of following alphabetic sequences or, in light of the subordination of
\ntext to image and the ubiquity of the screen, something else, something akin to
\ncombinations, scanning, and reading paths (I’d include pattern) (156). There’s much
\nin this chapter to recommend re: reading the digital; it’s the place I’ll turn
\nto first when I revisit this book for comps later this year. And just one
\nlast point (because it’s late…), the final chapter is also a nice sketch of many of the other principles embraced by the New London Group. <\/p>\n

Terms: display (9), scape (11), reading path (37), concept map (54),
\nplacement (65), genres (93), recount (108), ensembles of modes (116), distance
\n(118, 141), transduction (125; elsewhere, see index), anaphoric (128), emergent
\nwriting (146), functional specialisation (20, 156, elsewhere), scanning (159),
\nanchorage (165)<\/p>\n

Of note: Chart on p. 70; Genre and labels 112 and 118 (conflict!)<\/p>\n

Quotations<\/p>\n

"A vast change is under way, with as yet unknowable consequences. It
\ninvolves the remaking of relations between what a culture makes available as
\nmeans for making meaning (what I shall call throughout the book,
\nrepresentational modes–speech, writing, image, gesture, music and others) and
\nwhat the culture makes available as means for distributing these meanings as
\nmessages (the media of dissemination–book, computer-screen, magazine, video,
\nfilm, radio, chat, and so on). ‘Literacy’, in whatever sense, is entirely
\ninvolved in that" (22).<\/p>\n

"A question that is pressing is, is it possible to make the same meanings
\nwith sounds in time (and all the cultural elaborations of that) as with light in
\nspace (and the elaborations of that)? This becomes urgent now that the new
\ntechnologies permit a ready and easy choice: shall I represent this as written
\ntext or as image?" (33).<\/p>\n

"This book is not the place to conduct this debate [on the cultural pessimism
\ntoward changes in reading and writing] in any extended fashion, but is can be
\nthe place for starting it in a way that goes beyond mere polemic, and might
\nsuggest the framework within which a productive argument might be conducted
\naround this question" (51).<\/p>\n

"My assumption is that syntactically and textually writing may be becoming
\nmore speech-like once again, while in its visual\/graphic\/spatial dimensions
\nthere is a move in the opposite direction, away from speech" (73).<\/p>\n

"Does the category of genre remain important, useful, necessary; does it
\nbecome more or less important in the era of multimodal communication? The answer
\nis that the category of genre is essential in all attempts to understand text,
\nwhatever its modal constitution. The point is to develop a theory and terms
\nadequate to that" (107).<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>In Literacy in the New Media Age, Gunther Kress settles into a gradual progression from long-held presumptions about alphabetic literacy to an increasingly hybridized and "multimodal" literacy based on the screen. The screen’s proclivity for combining images and text has profound consequences, Kress argues, for the temporal\/sequential logics of letter, word and clause as units…<\/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":[424,319,441,545,255,547,318,327,443,433],"class_list":["post-6508","post","type-post","status-publish","format-standard","hentry","category-reading_notes","tag-design","tag-genre","tag-image","tag-kress","tag-literacy","tag-multimodal","tag-new-media","tag-reading","tag-text","tag-visuality"],"yoast_head":"\nKress - Literacy in the New Media Age (2003) II - 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\/19\/kress-literacy-1\/\" \/>\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) II - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 4 minsIn Literacy in the New Media Age, Gunther Kress settles into a gradual progression from long-held presumptions about alphabetic literacy to an increasingly hybridized and "multimodal" literacy based on the screen. 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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\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.earthwidemoth.com\/blog\/img\/litnma.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":6505,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/02\/14\/problems-and-st\/","url_meta":{"origin":6508,"position":1},"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":7072,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/07\/wysocki-awaywit-1\/","url_meta":{"origin":6508,"position":2},"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":7012,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/27\/trimbur-deliver\/","url_meta":{"origin":6508,"position":3},"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":6485,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/01\/16\/lugging-around-1\/","url_meta":{"origin":6508,"position":4},"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":7001,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/09\/costanzo-readin\/","url_meta":{"origin":6508,"position":5},"title":"Costanzo, “Reading, Writing and Thinking in an Age of Electronic Literacy”","author":"Derek Mueller","date":"July 9, 2006","format":false,"excerpt":"Costanzo, William. \"Reading, Writing and Thinking in an Age of Electronic Literacy.\" Literacy and Computers: The Complications of Teaching and Learning with Technology. Cynthia Selfe and Susan Hiligoss, eds. Research and Scholarship in Composition Ser. New York: MLA, 1994. 11-21. In this overview, Costanzo provides a snapshot of C&W concerns\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\/6508","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=6508"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6508\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=6508"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=6508"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=6508"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}