I agree Candace. I think Kress’s argument is potentially weakened by using this particular example. It doesn’t take into account genre or reading sub-skills such as scanning and skimming. The purpose of a printed prospectus is exactly the same as a website – to give information to prospective students. The reader will then use scanning skills to select relevant and useful information and to disregard irrelevant sections. This may be fairly conventional, (opening the front page, using the contents page) or it may be via random flicking through, following alphabetisation etc. So, potential multiple entry points. And arguably the same process for meaning-making as he argues is so different for the website.

I’m struggling to see his point of difference here.