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Gunther Kress, a pioneer in the field of multimodality and the co-author of the bestselling Reading Images, produces a comprehensive theoretical framework for the study of the topic providing sample analyses and suggestions for further reading.

'Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.'
Professor Ron Scollon, Department of Linguistics, Georgetown University.

This book takes a radically different look at...

'Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.'
Professor Ron Scollon, Department of Linguistics, Georgetown University.

This book takes a radically different look at...

Multimodal Discourse outlines a new theory of communication for the age of interactive multimedia. Kress and Van Leeuwen show how two kinds of thought processes interact in the design and production of communicative messages: "design thinking" and "production thinking," the kind of thinking which occurs in direct interaction with the materials and media used. This book will be a key text in courses of language, media and communication willing to take on the theoretical challenges posed by multimodality, mulitmedia and multi-skilling, and it provides inspiring theoretical input for courses...

This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning.

Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach...

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...

This state-of-the-art account of research and theorizing brings together multimodality, learning and communication through detailed analyses of signmakers and their meaning-making in museums, hospitals, schools and the home environment.

By analyzing video recordings, photographs, screenshots and print materials, Jeff Bezemer and Gunther Kress go well beyond the comfortable domains of traditional sites of (social) semiotic and multimodal research. They steer away from spurious invention and naming of ever more new and exciting domains, focusing instead on fundamentals in...