Here are my notes from reading this book from authors Gunther Kress and Theo van Leeuwen.
Images away from 'expression' and moot a; this goes for all groups.ll meanings conveyed visually are conveyed verbally.re towards technicality. A child's image may not disappear in expression, but become more specialized in function over his/her lifetime.
Writing remains expected and dominant mode of visual communication. For materials demanded from children, this medium remains superior for various forms of assessment.
Can layout of new communication mediums, with emphasis on 'visual rather than verbal', produce illiterates? Newspapers, magazines, CD-ROMs or websites, public relations materials, advertisements or information materials all play into this part of meaningful interplay of written text and images, with more focus on visual aspect. "... seen as threat, a sign of the decline of culture." Emergence of visual could be an alternative to writing - seen as potential threat.
Images are too open to a variety of possible meanings. This image-text relationship extends the meaning of either the image or text given; one side of this relation increases the understanding of the other. "...nature, rather than discourse..." shows that source ofovert authority is verbal text over images. Each side to this relationship has their own independently organized and structured message.
; this goes for all groups.
(e.g. 'classic' documentary - viewer is first confronted with images, second comes voice of narrator who interprets the images.
anchorperson - viewer is first confronted with verbal discourse, second or simultaneously comes illustrations to recount the the verbal.)
Not everything realized in languages can be realized in images, vice versa. Images need angles of vision to gain perspective and spatial disposition of elements for syntactic relations; language does not adopt either one of these approaches.
Understanding cultural history can inform us of the blind misnomers of visual communication that exists in literate cultures. The authors discuss how closely they would like to investigate how visual representation and languages interact. They explain that in some cultures "one form of representation 'took over' the other..."
Images can be structured, such that, there could be a message derived through a given analysis. Do all images impose a 'coded' message? What makes us want to "constituent and analysis" on an image? How can words help emphasis a image's meaning?
Can the layout of text vs. image render different interCommunication modelpretations or help clarify one's interpretation? The picture of the 'Bath' has the text first; this imposes a meaning on the image, which allows you to change the image out because it solely acts as an intensifier to the text given (no loss of meaning with different images of bath).
Are images subject to linear structure? In the case of the "Bird in tree" book you can have a 'non-linear' approach; the authors say that the parents can choose the order in which they want to deal with the various elements arising in the book. Would this non-linear method derail you from the implied meaning of the book? Parents attitudes towards a character or reactions from the story could impact their child in an indirect fashion.
(e.g. bird and cat - a) political story b) powerful predators coming from another continent and native birds killed and threatened with extinction c) survival of the fittest.)
Coherant sequence is a must for a book to communicate its' code. We should not focus only on the elements of a given page, but how multiple pages could interact with each other; specific relations come out of doing this.
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