Contemporary Perspectives on Semiotics in Education: Signs, Meanings and Multimodality

Research investigating social semiotic perspectives on education have proliferated, particularly as related to analysis of multimodal communication across various contexts. This series will focus on social semiotics as applied to education. Education is broadly defined and includes contexts such as traditional and nontraditional settings, formal or informal training, and teaching and learning in multiple disciplines and for all age levels. One goal of the series is to investigate tensions between initial research and theory-building in the field as well as current understandings and developments across contexts. This series seeks an international scope in order to comprehensively address innovative developments, tensions in theoretical perspectives, and a wider array of application in the field.

This book series focuses on how semiotic resources convey, build, and foster meaning making in context. Such work is often predicated upon views of human meaning-making as social choices developing across time, rather than structural forms handed down from one generation to the next. Similar to the broader field of semiotics, sign-making and meaning-making are central in social perspectives and include the theoretical perspectives as well as analytic tools necessary to explicate meaning across communicative events. Social semiotics approaches explore the ways in which communicative norms are evolving and emergent due to social, cultural, and historical influences.

Contact the Editors
Katarina Silvestri, SUNY Cortland

Mary McVee, University at Buffalo, SUNY

Jennifer D. Turner, University of Maryland College Park

Raúl Alberto Mora, Universidad Pontificia Bolivariana