<p>‘Bezemer and Kress have produced what may well be the landmark text on multimodal analysis, the maturity of which can be judged from its bold and confident synthesis of data, method and theoretical implications, and from the profoundly innovative approach to learning it offers. This book enables us to imagine entirely new forms of research, and promises innovation in a wide variety of domains.’ Jan Blommaert, <i>Tilburg University, Netherlands</i></p><p>‘This book is poised to make a seminal contribution in learning, communication, and multimodality. It challenges educators to recognise the signs of learning beyond contemporary measures and presents a productive framework around learning, in light of the social and technological changes in our world today.’ Victor Lim Fei, <i>Singapore</i>.</p><p> 'The authors show high originality and independent thinking as they challenge spurious inventions and naming of ‘emerging new domains’, refuse traditional model of communication, and reject the centrality of language in the present era. The authors’ expertise in social semiotics and decades’ empirical researches in school education and other learning sites provide important insight into the nature of learning and communication. For researchers, teachers, and students interested in learning and communication, this book serves as a great theoretical guide, and it is also a good reference for researchers in semiotics, linguistics, education, and other related fields.' Tao Qu, <em>Multimodal Commun.</em> 2016; 5(2): 147–149</p><p>'Overall, this volume is impressive in establishing social semiotic generality for multimodal discourse analysis. Given its advanced theory, detailed elaboration and powerful implications, this volume is a valuable asset for faculty and students who are working in multimodality, social semiotics, discourse analysis, pedagogy and related studies.' Chunxu Shi, <em>School of Foreign Languages, Shanghai Jiao Tong University, P.R. China</em></p>

<p>‘Bezemer and Kress have produced what may well be the landmark text on multimodal analysis, the maturity of which can be judged from its bold and confident synthesis of data, method and theoretical implications, and from the profoundly innovative approach to learning it offers. This book enables us to imagine entirely new forms of research, and promises innovation in a wide variety of domains.’ Jan Blommaert, <i>Tilburg University, Netherlands</i></p><p>‘This book is poised to make a seminal contribution in learning, communication, and multimodality. It challenges educators to recognise the signs of learning beyond contemporary measures and presents a productive framework around learning, in light of the social and technological changes in our world today.’ Victor Lim Fei, <i>Singapore</i>.</p><p> 'The authors show high originality and independent thinking as they challenge spurious inventions and naming of ‘emerging new domains’, refuse traditional model of communication, and reject the centrality of language in the present era. The authors’ expertise in social semiotics and decades’ empirical researches in school education and other learning sites provide important insight into the nature of learning and communication. For researchers, teachers, and students interested in learning and communication, this book serves as a great theoretical guide, and it is also a good reference for researchers in semiotics, linguistics, education, and other related fields.' Tao Qu, <em>Multimodal Commun.</em> 2016; 5(2): 147–</p>