Literacy in the New Media Age (Literacies)
Format: PDF / Kindle (mobi) / ePub
In this 'new media age' the screen has replaced the book as the dominant medium of communication. This dramatic change has made image, rather than writing, the centre of communication.
In this groundbreaking book, Gunther Kress considers the effects of a revolution that has radically altered the relationship between writing and the book. Taking into account social, economic, communication and technological factors, Kress explores how these changes will affect the future of literacy.
Kress considers the likely larger-level social and cultural effects of that future, arguing that the effects of the move to the screen as the dominant medium of communication will produce far-reaching shifts in terms of power - and not just in the sphere of communication. The democratic potentials and effects of the new information and communication technologies will, Kress contends, have the widest imaginable consequences.
Literacy in the New Media Age is suitable for anyone fascinated by literacy and its wider political and cultural implications. It will be of particular interest to those studying education, communication studies, media studies or linguistics.
taught – sustained, concentrated attention over an extended period, reading where the only attention went to the text which was being read. By contrast, this is reading for specific purposes, for the information that I need now at this moment. As I mentioned earlier, we may wish the young to learn my AN AGENDA FOR FURTHER THINKING 175 form of reading also; I am certain that it has benefits and rewards, and that it is and will remain essential at times. But such a form of reading now needs to
a system which was never meant for their specific language in the first place. That leads to the wellunderstood problem of a ‘lack of fit’. In most or all languages which use the alphabet, from north-western Europe through the Middle East to the Indian subcontinent, the sound-systems of the languages are quite out of kilter with the letter-system, so that the transcription can only ever and at best be an approximation of the one to the other. But the more important partiality is a different one:
by the writer, in the most apt fashion possible. That meaning is complex, because it is both that which the ‘meaner’ wishes to mean, as her or his interest in meaning, and the manner in which she or he knows that they have to produce their meaning as an appropriate shaping of that meaning for the social environment in which the meaner’s meaning is to be communicated. In other words, the meaning to be expressed has to be shaped to its social environment to make it suit the maker’s sense of the
will be to first consider the implications for theory of the four positions articulated in the introduction and then to take up the specific issues of (a) empiricism in positivism and beyond (b) post-structuralist social theory and (c) criticism in the land of the floating signifier. Why did the writer not place a comma at these three points? Of course we cannot know and asking the author would not provide a definitive answer either, but we can put a comma there and ask about the difference which
‘menu’ may be visually less salient, but functionally it is at least equally so. It is in fact the significant block on the screen; it is one of the two major paths of access. Readers/viewers/‘browsers’ (an entirely new term now in relation to literacy!) largely find their own way. The traditionally trained and inclined viewer/reader, such as myself, might choose the large block of image and writing perhaps not so much as a point of entry – though it is that too – than as a spot to rest for a