By Gunther Kress
Gunther Kress argues for an intensive reappraisal of the phenomenon of literacy, and accordingly for a profound shift in academic perform. via shut consciousness to the plethora of items which childrens regularly produce--drawings, cut-outs, writings and collages-- Kress indicates a collection of ideas which display the underlying coherence of children's actions-- activities which enable us to attach them with makes an attempt to make that means prior to they collect language and writing.
This e-book presents primary demanding situations to in most cases held assumptions approximately either language and literacy and notion and motion. It locations those demanding situations in the context of hypothesis concerning the talents that allows you to develop into crucial for kids as teens, and demands the unconventional decentering of language in academic thought and perform.
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Extra resources for Before Writing: Rethinking the Paths to Literacy
The problem is compounded when we look at images, because in popular understanding (aided by the absence of strong theoretical descriptions and explanations), pictures, images, are not usually subjected to the same analysis for meaning, not seen as being as much a part of communication as language is for instance. Images of most kinds are thought of as being about expression, not information, communication. We acknowledge of course that a political cartoonist working for a newspaper is intending to communicate, has meanings that he or she wants to convey; and we may acknowledge similar intentionality for certain kinds of photography, and some other forms of visual art.
The children from the surrounding area came into our house to play with our children; this was unusual—children played in the street, and did not go into anyone else’s home. ’ My partner was not being transparent. ’ which was transparent, and to her, rude. Communication is a social action. It takes place in social structures which are inevitably marked by power difference. This power difference affects how each participant understands what ‘as transparent as possible’ means. Participants who have greater power are able to force other participants into greater 14 LITERACY, IDENTITY AND FUTURES efforts of interpretation.
They do provide the stuff of the conceptual ‘what is to hand’, mingled in with older, deeper, narrative forms, which readily assimilate new types. Nevertheless, this conceptual ‘what is to hand’ is significant, because it in itself sets limits to and provides possibilities for imagination, opens up categories such as time and space, history and prehistory, and cultural differences of various kinds. It provides materials to choose from, and therefore materials for the differentiation of gender, for instance.