Gunther Kress is Professor of Semiotics and Education at the Institute of Education, University of London. His interests are in meaning-making and communication in contemporary environments; with an interest in developing a social semiotic theory of multimodal communication. He has a specific interest in the different modes of communication – writing, image, speech, music – and their effects on forms of learning and knowing.
Bezemer, J., Murtagh, G., Cope, A., Kress, G. and Kneebone, R. (2011). “Scissors, Please” The Practical Accomplishment of Surgical Work in the Operating Theatre. Symbolic Interaction 34, 3, 398-414.
Bezemer, J., Cope, A., Kress, G. and Kneebone, R. (2011). “Do You Have Another Johan?” Negotiating Meaning in the Operating Theatre. Applied Linguistics Review 2, 313-334.
Jewitt, C., J. Bezemer & G. Kress (2011). Annotation in School English: A social semiotic historical account. National Society for the Study of Education, 110, 1, 129-152.
Bezemer, J. and Kress, G. (2010). Changing Text: A Social Semiotic Analysis of Textbooks. Designs for Learning 3 (1-2), 10-29.
Jewitt, C., J. Bezemer, K. Jones & G. Kress (2009). Changing English? The Impact of Technology and Policy on a School Subject in the 21st Century. English Teaching: Practice and Critique 8, 3, 8-20. (see post)
Bezemer, J. & G. Kress (2009). Visualizing English: A Social Semiotic History of a School Subject. Visual Communication 8, 247-262. Special Issue on Information Environments.
Kress, G.R. (2003). Literacy in the new media age. London: Routledge Falmer.
Jewitt, C. and G.R. Kress (eds) (2003). Multimodal Literacie. New York: Peter Lang
Kress, G.R. and Van Leeuwen, T. (2002). Multimodal Discourse: the modes and media of contemporary communication. London: Edward Arnold.
Kress, G.R. and van Leeuwen, T. (1996). Reading Images: the grammar of graphic design. London: Routledge.