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Prof Gunther Kress
UCL Institute of Education, University College London
20 Bedford Way
London
WC1H 0AL
Appointment
  • Chair of Semiotics and Education
  • IOE - Culture, Communication & Media
  • UCL Institute of Education
Biography

Qualifications & distinctions

D Litt, University of Newcastle, NSW, Australia (1988)
D Univ (hc) University of Technology, Sydney (1992)
DPhil (hc) University of Uppsala, (2015)
Postgraduate Diploma in General Linguistics, University College, Univ of London (1971)
BA (Hons1, University Medal) English Language and Literature, University of Newcastle, NSW, Australia (1966)

Current positions

Professor of Semiotics and Education, Institute of Education, Univ of London
Co-Director, Centre for Multimodal Research, Institute of Education, Univ of London

Main previous positions (selected)

Head of School: Culture, Language and Communication, Institute of Education, Univ of London, (2003–2007)
Head of Group: Culture, Communication and Society, Institute of Education, Univ of London, (1994 – 1997)
Professor of Education / English, Institute of Education, Univ of London (1991 – 2007)
Professor of Communication, Univ of Technology, Sydney, Australia (1987 – 1991)
Dean, Faculty of Humanities and Social Sciences, NSW Institute of Technology, Sydney, Australia (1983 – 1987)
Founding Dean, School of Communication and Cultural Studies, South Australian College of Advanced Education, Adelaide, Australia (1978 – 1983)

Research Summary
Gunther Kress is Professor of Semiotics and Education at the UCL Institute of Education, University of London. His research is in communication and meaning-making in contemporary environments. His broad aims are to continue developing a social semiotic theory of multimodal communication; and, in that, to develop a theory in which communication, learning, identity are entirely interconnected. One part of that agenda is to develop apt tools for the ‘recognition’ and ‘valuation’ of learning.

He has led and contributed to a wide range of research on multimodal interaction and environments, including the gains and losses of changes in representation, knowledge and pedagogy, the English and Science classroom, and more recently the surgical operating theatre. 
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