Visual Literacy Research Papers - Academia.edu (original) (raw)

2025, Journal of Legal Education

Digital technology has transformed the way we communicate in society. Swept along on a digital tide, words, sounds, and images easily, and often, flow together. This state of affairs has radically affected not only our commercial and political practices in society, but also the way we practice law. Unfortunately, legal education and legal theory have not kept up. Inconsistencies and unpredictability in the way courts ascertain the admissibility of various kinds of visual evidence and visual argumentation, lapses in the cross examination of visual evidence at trial, and inadequately theorized notions of visual meaning and the epistemology of affect tell us that the status quo in legal education is untenable. Law teachers today have an obligation to provide their students with the rudiments of visual literacy.

2025, Colombian Applied Linguistics Journal

This article reports a collaborative experience between two groups of EFL novice teachers from Chile and Colombia. We explored the potential of a virtual platform and other means of ICT connectivity to create communities of practice and interest by engaging in critical pedagogy activities that allowed the trainees to look at their education from a comparative perspective. Through the creation of blogs, a group of 30 Chilean pre-service teachers, as language learners and language users, were asked particularly to reflect critically on the power of hypertextuality so they could gain an understanding of the (non-neutral) constructedness of texts, to raise their rhetorical awareness both as text producers and text readers, and to develop agency as communicators and not just passive receivers of media messages. We postulated that immediate feedback from peers and opportunities for sharing with real global audiences would promote higher level thinking, communication skills, and deeper und...

2025, Policy Futures in Education

The concept of critical media literacy expands the notion of literacy to include different forms of mass communication and popular culture, as well as deepens the potential of literacy education to critically analyze relationships between media and audiences, information and power. The authors argue that critical media literacy is crucial for participatory democracy in the twenty-first century, and that the only progressive option that exists is how to teach it, not whether to teach it. The article, first, explores the theoretical underpinnings of critical media literacy and demonstrates examples from community-based after school programs and an inner-city elementary school that received a federal grant to integrate media literacy and the arts into the curriculum. A multiperspectival approach addressing issues of gender, race, class and power is used to explore the interconnections of media literacy with cultural studies and critical pedagogy. It is argued that alternative media pro...

2025, Communication Research and Practice

Older Australians, particularly those in aged-care settings, are frequently the targets of persistent discrimination and marginalisation. Indeed, a dominant narrative in Australia is that the country's ageing population is a burden to the community, and that the influx of older Australians into the aged care system over coming decades is a problem which must be fixed. Such perceptions are most commonly held by younger people and are shaped, in part, by media portrayals of older people in aged care. Acknowledging this, the present study analyses how journalists visually cover ageing and the aged care sector during a critical event 'frame': the calling of, and government response to, the Royal Commission into Aged Care Quality and Safety from 2018 through 2021. This study recognises that the type of representation of older people in media is more difficult to examine than simply the frequency of representation. Using visual social semiotics as an analytical framework, this paper examined 351 images from a nationally representative news sample published over the 30-month timeframe. This approach has enabled us to go beyond simple frequencies of who is depicted and explore in a more nuanced way how older Australians are depicted, and with what implications.

2025, Equity and Excellence in Education

This article describes the work of three seventh grade authors in a superhero storytelling project that took place twice a week during their English Language Arts (ELA) class time. It examines how these youth used this storytelling space to design queer superhero characters who (a) flipped locations of societal stigma into sources of power and (b) challenged normative expectations around gender, sexuality, and the superhero genre. We examine themes from this group's character-building to illustrate how they authored queer futurities through their characters, and, in doing so, imagined alternative possibilities for both the superhero genre and themselves. Ultimately, we demonstrate how playful authoring may make space for queer critical literacy work.

2025

come pure testi prodotti da Gruppi di Lavoro e di ricerca della SIPED.

2025, Odontographics

Infographics have emerged as a powerful tool for communicating complex dental and clinical information. By transforming dense data into accessible, visually engaging formats, they enhance learning, support evidencebased practice, and improve patient education. This review highlights cognitive foundations, real-world applications, and design considerations, as well as challenges and future directions, to position infographics as a vital resource in dental science communication.

2025, JIB - Journal of Interactive books

L'intervento presenta l' esperienza didattica di un workshop pratico sui libri animati condotto con gli studenti di Design e Comunicazione Visiva del Politecnico di Torino e del corso interateneo in collaborazione con l'Università di Parma, nell'ambito dell'iniziativa DesignWorkshop e con la collaborazione del MODlab Design, laboratorio Modelli del dipartimento, e di POP-APP International Centre on Interactive Books.

2025

This study investigates student engagement within an online assessment environment, focusing on the interplay between interactivity types, and multimedia design. We analyzed (1) descriptive patterns of student engagement and performance, (2) time-on-task in relation to interactivity type of tasks, (3) the frequency and distribution of multimedia design principles (e.g., contiguity, modality) across tasks designed to elicit computational and algebraic thinking, and (4) the correlation between the application of these principles and students' average scores. Findings reveal distinct engagement patterns and performance levels across task types. Time spent varied significantly by interactivity, with certain types eliciting more engagement. Specific multimedia principles were more prevalent in particular tasks, and correlational analysis indicated relationships between the application of certain design principles and student performance outcomes. These insights contribute to a more nuanced understanding of how interactive design and multimedia integration can influence learning in computationally and algebraically rich online environments.

2025, Journal of Visual Literacy

The research on short stories for children has focused in Greece mostly on their literary, pedagogical, linguistic and educational aspects. This paper attempts to approach Short Form Stories for children under the light of social semiotics, the main elements being the author's choices in sign-creation process and its interpretation by the reader. In the case of short stories, the recipient is the child, who for the first time tries to decode without help the verbal text and to enter -symbolically but also in realityto the literate society. This moment of the reader's first encounter with a multimodal text is crucial to her/his future reading behaviour. The paper examines the concept of the 'Horis sosivio' (without lifejacket) series, as evidenced at the level of visual design and the combination of text and image for the construction of meaning, as well as the interpretation of the visual text by preschool children as participants in meaning production.

2025, Medical Humanities & Medicina Narrativa - MHMN

Riassunto: Il presente contributo testimonia di un progetto di ricerca pilota realizzato in una realtà scolastica di montagna, che coniuga la letteratura per l'infanzia alla lettura con i cani. Poggiando su recenti studi che dimostrano gli apporti benefici di tale tecnica di narrazione assistita non solo sulla lettura, ma anche sullo sviluppo del bambino e sul suo benessere psicofisico, il nostro lavoro s'inserisce in un ampio progetto educativo che fa emergere la cura come categoria pedagogica. Parole-chiave: letteratura per l'infanzia, interventi assistiti con animale, cura, progetto-pilota.

2025

Emerge con forza e da più parti la consapevolezza che il presente sia caratterizzato da trasformazioni epocali e planetarie con implicazioni rilevanti a livello sociale e con le conseguenti responsabilità per il mondo dell'educazione e della formazione. Si affacciano, sia nell'informazione generalista sia nelle più rigorose analisi scientifiche, serie preoccupazioni per il futuro del pianeta e per il progressivo degrado ambientale; spaventano le conseguenze che la rapidissima evoluzione delle tecnologie informatiche e le applicazioni dell'intelligenza artificiale producono nell'organizzazione del lavoro e nelle abitudini di vita. 1 Una fondata ansia, pertanto, pervade il mondo della formazione e dell'educazione, direttamente sensibile alle trasformazioni in atto; essa trova espressione anche nel recente Messaggio del Santo Padre per il Rilancio del Patto Educativo che esplicitamente invita "a dialogare sul modo in cui stiamo costruendo il futuro del pianeta e sulla necessità di investire i talenti di tutti perché ogni cambiamento ha bisogno di un patto educativo per far maturare una nuova solidarietà universale e una società più accogliente". Nel Mes 2 saggio si rivolge un accorato appello al mondo della scuola e dell'educazione e al governo delle istituzioni ad esso preposte, alle famiglie, agli educatori, agli insegnanti, agli amministratori. Da un versante di osservazione e di responsabilità diverse, ma coincidente nelle preoccupazioni e nelle prospettive, Michael Fullan, eminente studioso canadese dei sistemi formativi e consulente ispiratore di riforme scolastiche in Ontario e in altri paesi europei ed extraeuropei, rileva lapidariamente nel suo ultimo libro "Nuance" che "at the macro level, societies have been deteriorating on key indicators for some 40 years. Income gaps grow incredibly larger, climate worsens, jobs become scarce, technology has a life of its own, and people are superficially more reachable, but empathetically more distant from each other. (A livello macro, le società si sono deteriorate sugli

2025

During the 2008 presidential campaign season, Tina Fey’s timely impersonations of Sarah Palin on Saturday Night Live attracted overwhelming attention, generating buzz of a possible "Fey Effect" to explain the inverse SNL rating surge and Palin rating plummet. This study sought to ascertain if this "Fey Effect" was real and quantifiable by measuring if Fey’s impersonations of Palin rendered caricatured traits more salient in the construction of the candidate, namely aspects related to her intelligence, competence, experience and rural background. We employed Schema Theory as the theoretical mechanism to explore if the timely parodies were used to fill-out perceptions of a relatively unknown candidate. We administered a two-part online survey with a three-conditions-between-subjects design to over 200 undergraduate participants from a large Eastern university. The second survey was administered directly after exposure to either a clip of the CBS interview between K...

2025

Η παρούσα εργασία παρουσιάζει το έργο eTwinning “The aim is the frame”, το οποίο υλοποιήθηκε κατά το σχολικό έτος 2022-2023. Στο συγκεκριμένο πρόγραμμα συμμετείχαν έξι σχολεία, πέντε από την Ελλάδα και το Ευρωπαϊκό σχολείο Βρυξελλών I (Berkendael). Βασικός στόχος του προγράμματος ήταν η γνωριμία με τη ζωή και το έργο σημαντικών Ελλήνων και ξένων φωτογράφων και η σύνδεσή του με τις επιμέρους θεματικές των εργαστηρίων δεξιοτήτων, όπως τα επαγγέλματα, το περιβάλλον και η διαφορετικότητα. Επιπροσθέτως, οι μαθητές/ήτριες εξοικειώθηκαν με τις τεχνικές λήψης φωτογραφιών, με την αξιοποίηση των Νέων Τεχνολογιών στην εκπαιδευτική διαδικασία και τις πρακτικές επιμέλειας καλλιτεχνικών εκθέσεων. Αφού ολοκληρώθηκε η εξ αποστάσεως συνεργασία, διοργανώθηκε τον Μάιο του 2023 έκθεση φωτογραφίας στο λιμάνι της Θεσσαλονίκης με τον τίτλο “The aim is the frame”, από τα συνεργαζόμενα σχολεία στη Θεσσαλονίκη. Παράλληλα, τα παιδιά του Ευρωπαϊκού σχολείου των Βρυξελλών, υπό την καθοδήγηση της εκπαιδευτικού Αγγλικής γλώσσας, συγκέντρωσαν όλα τα έργα σε ένα ψηφιακό μουσείο που δημιουργήθηκε με την εφαρμογή Artsteps.

2025

Il tema del Convegno, "Insegnare psicologia, formare gli psicologi: continuità o contrasto?", ha fornito la possibilità di approfondire le condizioni --individuali, collettive, organizzative e disciplinari --che sono alla base delle scelte che i docenti effettuano in vista dello sviluppo di specifiche conoscenze, abilità, esperienze e competenze negli studenti, ma che non sempre costituiscono un processo lineare o di facile soluzione, assumendo spesso caratteri di conflittualità. Soprattutto, il tema si è posto come occasione di riflessione sul ruolo che i singoli insegnamenti e la loro organizzazione didattica --ma anche le esercitazioni, i laboratori e la supervisione dei docenti nei tirocini e nelle tesi i laurea -- svolgono nei confronti dei Corsi di laurea e dei progetti formativi che li sostengono.

2025, مجلة دراسات تربوية واجتماعية

هدفت الدراسة الحالية إلى تحديد مقاييس الثقافة البصرية وتكونت من ستة مقاييس (مقياس التصميم البصرى، مقياس الإدراك البصرى ، مقياس التعلم البصرى ، مقياس الاتصال البصرى ، مقياس التفكير البصرى ، مقياس القراءة البصرية)، وتم استخدام المنهج الوصفي التحليلي لتحديد مقاييس الثقافة البصرية فى ضوء نظرية الشمول البصرى، وتم إعداد ستة مقاييس منفصلة للثقافة البصرية فى ضوء نظرية الشمول البصرى، وقد تكونت الصورة المبدئية من عنوان المقياس، تعريف المقياس، العبارات الخاصة بالمقياس وتراوحت ما بين سته إلى تسعه عبارات، وبعد العرض على المحكمين والخبراء من تكنولوجيا التعليم لإبداء آرائهم للتعديل وأصبحت العبارات عشرة عبارات، وأوضحت الدراسة مدى ارتباط المقاييس الستة ببعضهم البعض
The current study aimed to determine Visual Literacy Measurements and consisted of six measurements (Visual Design, Visual Perception, Visual Learning, Visual Communication, Visual Thinking, and Visual Reading scales). The researchers used Descriptive Analytical Methodology to determine Measurements of Visual Literacy according to Visual Inclusion Theory. The Researchers prepared six separate Scales for visual Literacy; each of the Initial Scale consisted of the Title of Scale, Definition of the Scale and Phrases specific to the scale and it ranged between six and nine phrases. After presenting it to the arbitrators and experts of Educational Technology to express their opinions: each Scale is separated and contains of Title of the Scale, Definition of the Scale, Phrases specific to Scale. The study demonstrated that six scales are highly Positive related to each other

2025, Reprint

In the digital age, social interactions have transcended physical spaces, with chatting platforms becoming central to youth communication and emotional expression. This study critically investigates the relationship between psychological states-particularly mood and emotional fluctuations-and chatting behaviors among male and female university students in Bangladesh. Drawing from a mixed-methods approach that combines quantitative surveys (n=600) with qualitative in-depth interviews (n=40), this research aims to understand how gender, mental states, and social media ecosystems shape digital interactional patterns. The findings reveal significant gender-based variances in the emotional content, frequency, and contextuality of online chatting. Female students were found to use chatting platforms more as emotional outlets, expressing affective states through emojis, expressive punctuation, and narrative sharing, while male students were more likely to engage in utilitarian or humor-driven communication, often masking vulnerable moods. Mood states such as anxiety, loneliness, and excitement were found to directly influence the volume and tone of chatting behavior, with both genders showing increased usage during stress periods (e.g., exams, relationship conflicts). Furthermore, the study uncovers how algorithmic affordances-like read receipts, typing indicators, and 'last seen' timestamps-intensify mood swings and digital anxiety, leading to cycles of anticipation, emotional dependence, and even avoidance behaviors. The research draws from theories of affective computing, symbolic interactionism, and digital ethnography to frame how chatting behaviors reflect internal emotional landscapes while also shaping them recursively. The study highlights the socio-psychological dimensions of everyday digital life in a rapidly evolving communication culture, with implications for mental health discourse, gender-sensitive digital literacy, and campus counseling initiatives. Ultimately, this paper advocates for an integrated model of mood-aware digital communication analysis to better understand the intertwined nature of mind, emotion, and mediated interactions among youth in South Asia and Bangladesh.

2025, Psychology of Popular Media Culture

Past research has shown that people judge a TV interviewee more favorably when the interviewer's nonverbal behavior toward the interviewee is friendly rather than hostile. This study examined whether students who participated in a media literacy course could be less susceptible to this media bias. Two groups of high school students (media literacy students and a control group) were shown a brief interview in which the interviewer's nonverbal behavior was friendly or hostile toward the interviewed politician. Results showed that the control group showed a nonverbal media bias effect and judged the interviewee more favorably when the interviewer was friendlier, whereas this effect disappeared among media literacy students. In contrast, a halo effect (whereby the interviewee's overall favorability was influenced by the degree to which participants personally liked the interviewee), which is not at all related to the content of media literacy education, was evident among both the students in the control group as well as the students in the media literacy course group.

2025, Littératie médiatique multimodale et apprentissages disciplinaires

Une situation de lecture essentielle à la réussite de l’élève dans toutes disciplines est l’apprentissage par la lecture (APL). Afin de soutenir leurs élèves en ce sens, des enseignants d’une école urbaine en milieu défavorisé ont développé de manière collaborative une approche type de situation d’APL qu’ils adaptent selon leurs groupes et selon la discipline enseignée. La présente étude a pour objectif d’explorer la relation entre la situation d’APL, conçue par ces enseignants de 3e cycle, comprenant les tâches à réaliser et les documents de lecture proposés, et les réponses des élèves aux diverses tâches. Les principaux résultats montrent que peu des tâches proposées demandent réellement de lire et que la source d’information principale demeure textuelle. Conséquemment, le recours à l’image comme support informatif reste encore marginal et la planification de tâches d’APL, de même que le choix des textes, reste un défi majeur à relever dans la planification d’une situation d’APL a...

2025, Treccani.it Lingua italiana

Lo storico può rischiare di apparire un influencer a caccia di like? Può sacrificare la ricerca e la didattica per dedicarsi di più al dibattito pubblico? I quesiti sono volutamente provocatori: posti così rischiano di far rabbrividire tanti professionisti della storia all’opera negli atenei e in altri enti di ricerca. Proviamo a riformulare le domande. Allo storico spetta anche la divulgazione di fronte a grandi platee, incluse quelle televisive e digitali? Oppure, facendolo, rischia di trasformarsi, appunto, in una specie di influencer, sullo sfondo dell’onnipresente e superficiale chiacchiericcio mediatico, tra talk show e social network?

2025, Shodhkosh: Journal of Visual and Performing Arts

The paper examines the role of graphic novels in fostering critical literacy, underscoring libraries as a space to promote this skill. It highlights how the visual-verbal medium of graphic novels inculcates critical and creative thinking and comprehension. The paper advocates for the inclusion of graphic novels in Indian libraries, contributing to education and sociocultural development. The paper begins with a fundamental reading to define critical literacy and graphic novels, followed by close reading and visual-verbal analysis of select Indian graphic novels to demonstrate their capacity to foster critical literacy. The paper employs Ciardiello’s (2004) critical inquiry practices as the theoretical framework.

2025

Arastirma ile 2017 yilinda yenilenen ve 2018 yilinda guncellenen Turkce Dersi Ogretim Programi’nda ogrencilerin gorsel okuma ve gorsel sunu yapma becerilerini gelistirmeye yonelik kazanimlara yer verilme durumu ortaya konmaya calisilmaktadir. 2018 yilinda Talim ve Terbiye Kurulu Baskanligi tarafindan guncel hâli yayimlanan Turkce Dersi Ogretim Programi bu arastirmanin calisma nesnesini olusturmaktadir. Dokuman incelemesi yontemi ile ele alinan Program’in dinleme/izleme ve okuma ogrenme alanlarinda gorsel okuma becerisini gelistirecek yeterli sayida kazanimin mevcut oldugu fakat okuma kazanimlarinin sinif seviyelerine gore duzenlenmedigi tespit edilmistir. Konusma ve yazma ogrenme alanlarina ait kazanimlarin ise sadece bir metnin gorseller vasitasiyla zenginlestirilip desteklenmesini hedefledigi, ogrencilerin yalnizca gorseller kullanarak kendilerini ifade etmelerini saglamaktan uzak oldugu belirlenmistir. Arastirmanin sonunda ogrencilerin etkili gorsel okuma ve gorsel sunum yapma be...

2025, Ds 78 Proceedings of the E Pde 2014 16th International Conference on Engineering and Product Design University of Twente the Netherlands

Sketching is a fast way to explore or communicate ideas and can be done instantly with almost no planning. Sketches are quick, dynamic and iterative. They can be made in many ways but are traditionally created by using pen and paper. This is one of the most efficient tools to trigger the creative process and keep it going. In the educational context where sketching and artistic skills are a compromise between traditional engineering and traditional Design education some problems can be identified. At the Industrial Design engineering program at Lulea University of Technology (LTU) the students are accepted on their grades only, and students attending sketch classes at LTU come from a wide range of backgrounds. As a result of this the sketching education must be tailored for students ranging from experienced level to inexperienced. When there are a lot of students and time is limited, learning activities must be implemented according to this reality. A way to speed up the learning process is to reduce the cognitive load. Too many possibilities and factors confuse students that are inexperienced in the field. The activities should also help keeping the rate of practice up and eliminate things that are not part of the intended learning outcome. This paper shows how a simple change of tools in the sketching class makes huge impact on the progress and discusses the mechanisms behind the effect.

2025

This article summarizes a project that oriented one hundred and twenty-five gifted and talented middleschool students to university culture through a series of summer workshops that emphasized visual media. Various workshops introduced students to methods of video and art production. The middleschool students created short videos and artistic collages to represent their identity in response to two activities: (a) in-depth explorations of the California State University campus at San Bernardino; and (b) literary reading. Art and video production are revealed as a powerful means of middle-school students' identity formation and expression; the work summarized herein gains credence through its alignment with seminal work in the field of visual literacy theory and research.

2025

This article summarizes a project that oriented one hundred and twenty-five gifted and talented middle-school students to university culture through a series of summer workshops that emphasized visual media. Various workshops introduced students to methods of video and art production. The middle-school students created short videos and artistic collages to represent their identity in response to two activities: (a) in-depth explorations of the California State University campus at San Bernardino; and (b) literary reading. Art and video production are revealed as a powerful means of middle-school students’ identity formation and expression; the work summarized herein gains credence through its alignment with seminal work in the field of visual literacy theory and research.

2025

The standards movement began as a nobly-intended effort to establish a core curriculum—a template of knowledge and skills that would guide teaching and learning across the K-12 curriculum. Our attempts to standardize curriculum may have unintended and deleterious side-effect: The atrophying of the mind’s natural tendencies for exploratory play and inherently imaginative dimensions. This paper engages us in a critical remembering of our pedagogical relationships with children. It reminds us of children’s ways of being and asks how we might engage them in a rigorous appreciation of curricular literacies without thwarting their wonderful wanderings. Ultimately, we worry about the place of standardized testing in this picture which circulates and perpetuates prevailing risk management discourses and colonizes pedagogical relations.

2025, La ricerca

Secondo una recente indagine di Eurostat sulle persone di età compresa tra i 25 e i 65 anni che nell'area europea hanno completato un percorso di istruzione (università o alta formazione professionale), l'Italia si distacca nettamente dai restanti Paesi europei per il basso numero di laureati; le regioni meridionali, la Sardegna e alcune regioni del Nord (Piemonte, Valle d'Aosta, Veneto, Friuli Venezia Giulia e provincia di Bolzano) hanno una situazione paragonabile solo a quella della maggior parte delle regioni della Romania e della Turchia. La regione con il più alto tasso di laureati (28.4), il Lazio, ha una situazione comunque peggiore delle peggiori regioni della Francia (Picardie, Champagne-Ardenne e Lorraine) e della Spagna (Castilla-La Mancha, Murcia) 1. Siamo un Paese che studia poco. Frequentiamo la scuola per un tratto, poi lasciamo perdere. La laurea non ci interessa. Eppure la nostra Costituzione afferma solennemente, all'articolo 34, che "La scuola è aperta a tutti". Che dire di un posto aperto a tutti e tuttavia poco frequentato? Si può ipotizzare che sia un posto poco piacevole o, nonostante tutto, poco accogliente.

2025

This study investigates whether the activities presented in 5 th grade students' Turkish workbooks of primary education are qualified enough to meet the acquirements of the 5 th grade visual reading given in the curriculum. The investigation is carried out by using the document analysis technique within the framework of the qualitative research approach. 5 th grade students' workbook, which is the publication of the Ministry of National Education, and 5 th grade students' workbook of Engin Publications are determined as the documents to be investigated. The workbooks prepared by both publishing houses include activities to make the students meet the acquirements of visual reading. The thematic distribution of the activities which are directed to visual reading acquirements in both of the students' workbooks is generally in balance. Besides, it's seen that there is a lack of activities in students' workbooks directed to some of the acquirements in the list given at the beginning of the theme, and that some of the activities in students' workbooks do not exist in the list given at the beginning of the theme.

2025

This contribution explores the potential of the medium "manga" for the GFL classroom. The main focus is on visual literacy as a part of aesthetic learning in the Fine Arts and on how reading novices in particular can benefit from this form of literacy by means of typical manga characteristics. After presenting necessary subject-specific concepts, the contribution provides some lesson suggestions showcasing the approach to visual literacy through the use of manga in the GFL classroom. The contribution concludes with some additional examples which have particular potential for advanced learners and cultural learning due to their storyline.

2025, Scintille.it

L’articolo riflette sull’evoluzione del sistema scolastico italiano, evidenziando come le Nuove Indicazioni 2025 rischino di compromettere il principio costituzionale di una scuola inclusiva. L'autrice propone una visione pedagogica centrata sulla cura, l'ascolto e la partecipazione, opponendosi a logiche prestazionali e selettive e sollecitando un ripensamento del ruolo della scuola pubblica come spazio democratico. La sfida è mantenere viva l'utopia di una scuola davvero per tutti e per ciascuno, che promuova equità e giustizia sociale.

2025, Actes-'5ème Congrès sur le jeu éducatif et la civilisation', Tome 3, Athènes, pp. 454-465, ISBN: 978-618-5458-82-9 (Τόμος Γ)

Οι μεταμορφώσεις ως έννοια έχουν συγχρονική και διαχρονική παρουσία στο πολιτισμικό γίγνεσθαι με
διάφορες μορφές και τρόπους (φυσικό, απροσδιόριστο, «υποβοηθούμενο») σε επιστημονικούς τομείς και
Τέχνες: Θεολογία, Λογοτεχνία, Η/Υ, Κινηματογράφο, διαφημίσεις κλπ. Αντιπροσωπεύουν: 1. διαδικασίες ως
μετασχηματισμούς και μεταβάσεις, και 2. αποτελέσματα ως τέχνη, παιγνίδια κ.λπ. Στο παρόν κείμενο
διερευνώνται από γλωσσική και σημειωτική πλευρά.
Λέξεις-κλειδιά: Μεταμορφώσεις, Τέχνη, Παιγνίδια, Γλωσσική Προσέγγιση, Σημειωτική Προσέγγιση./ Les métamorphoses en tant que concept ont une présence synchronique et diachronique dans les processus culturels sous diverses formes et de diverses manières (naturelle, indéfinie, assistée) dans les domaines scientifiques et artistiques: Théologie, Littérature, Informatique, Cinéma, publicités etc. Elles représentent: 1. des processus comme des transformations et des transitions, et 2. des résultats comme de l' art, des jeux etc. Dans ce texte, elles sont explorées d' un point de vue linguistique et sémiotique. Mots-clés: métamorphoses, art, jeux, approche linguistique, approche sémiotique.

2025, Medical Humanities & Medicina Narrativa

Il progetto "Fa…VOLANDO" ha utilizzato il teatro educativo per promuovere la creatività e l'inclusione tra bambini neurodivergenti. Attraverso laboratori teatrali, i partecipanti hanno esplorato emozioni e sviluppato competenze sociali e comunicative. Il coinvolgimento attivo di educatori e famiglie ha creato un ambiente di apprendimento inclusivo e stimolante, favorendo l'interazione e la comprensione reciproca.
ABSTRACT: "Fa…VOLANDO" project used educational theater to enhance creativity and inclusion among neurodivergent children. Through theater workshops, participants explored emotions and developed social and communication skills. The active involvement of educators and families created an inclusive and stimulating learning environment, promoting interaction and mutual understanding.

2025, Heiliger Dienst 77 (2023), 190–210.

Die konziliare Kirche präsentiert sich in der Liturgiekonstitution Sacrosanctum Concilium als Ritualgesellschaft und damit als eine im soziologischen Sinn komplexe Gruppe, die – zumindest auch und maßgeblich – in der Liturgie gründet. Dies ist ritual- und normentheoretisch gut nachvollziehbar. Es sind liturgische, nämlich performative Handlungen, die kirchliche Institutionen ins Dasein bringen. Kirche ist institutionelle Größe, weil sie sich performativ – und dabei unter anderem liturgisch – vollzieht. Und sie wäre nicht mehr Institution, wenn sie sich nicht dergestalt vollzöge. Dies gilt unbeschadet dessen, dass sich die Kirche als Glaubensgemeinschaft ebenso als „Netzwerk pastoraler Orte und Ereignisse“ verstehen lässt.
Basierend auf dieser Erkenntnis ist zu fragen, was die Voraussetzungen sind, auf denen performativ erzeugte und institutionell verfasste Sozialgebilde aufruhen und durch die sie im Dasein gehalten werden. Unser Beitrag folgt dieser Frage in vier Schritten. In einem ersten Kapitel nehmen wir die konziliare Konzeption der Kirche als Ritualgesellschaft in den Blick und klären, inwieweit rituelles Handeln die Kirche als Institution begründet. In einem zweiten Kapitel untersuchen wir die Bedeutung liturgischer Konventionalität für die rituelle Kirchenproduktion und -reproduktion. In einem dritten Kapitel untersuchen wir, inwieweit die Beständigkeit liturgischer Ordnungen davon abhängt, neue Konventionen zu integrieren. In einem vierten Kapitel fokussieren wir römisch-katholische (Hoch-)Liturgien: Wir thematisieren, inwiefern amtliche Kontrolle über liturgische Ordnungen diesen vielfach die Chance nimmt, sich so weiterzuentwickeln, dass ihnen dauerhaft die Eigenschaft zukommt, wirklichkeits- und damit kirchenkonstitutiv zu sein. Dass performative Vollzüge ihre Fähigkeit verlieren können, Wirklichkeit herzustellen, lässt sich durch eine Verschränkung von ritual- und normtheoretischer Analyse erläutern.

2025, Translation and Interpreting Research

Museums are crucial cultural and educational institutions that facilitate visitors' learning by integrating diverse modes of engagement, including linguistic, visual, auditory, and spatial elements. Consequently, coherence of these elements is crucial for effectively presenting information and maximizing its impact on visitors. Utilizing Kress and van Leeuwen's (2020) principles of composition, specifically focusing on information value and salience, this study sought to assess text-image interaction in the images at the Omidvar Brothers Museum and their corresponding Persian labels, as well as to compare the interaction in the Persian labels with that in the English labels. The analysis revealed that the criterion "information value: left vs. right" received minimal attention, while the "information value: center vs. margins" criterion was the most consistently met in both Persian and English descriptions. However, the overall accuracy of multimodal interaction between the images and labels decreased by 7.40% in the English labels compared to the Persian labels, indicating a decline in translator performance relative to the original authors. This reduction in verbal-visual coherence suggests a less engaging experience for English-speaking foreign visitors compared to Iranian audiences. These results emphasize the necessity of addressing multimodality within museum contexts, as such focus can significantly enhance visitor experiences and deepen their understanding of museum exhibits.

2025

TEZ11765Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2019.Kaynakça (s. 65-68) var.xiv, 70 s. : res., tablo ; 29 cm.Görsel okuryazarlık, çağdaş insanın ihtiyacı olan, öğrenilmesi gereken bir beceridir. Çünkü, farkında olmadan her gün belli bir oranda görsel okuryazarlık gerektiren işaretlerle karşılaşırız. Karşılaştığımız trafik işaretlerinde, otobüs tabelalarında, mobil telefonlarımızda, bilgisayar ekranlarında hatta dışarıda içtiğimiz kahve, yediğimiz fast food gibi ambalajlı tüm ürünlerde görsel okuryazarlık gerektiren durumlarla karşılaşırız. Bunların bir kısmını, temel düzeyde olan görsel okuryazarlık becerilerimizle çözebiliriz. Yol bulma, kuralları anımsama, güvenlik, doğru ürünü seçme gibi birçok temel ihtiyaç için görsel okuryazarlık becerisi bir zorunluluk biçimine dönüşmüştür. Görsel okuryazarlığın hayatla bu kadar iç içe olduğunu anladığımızda bu becerinin ne kadar gerekli olduğunu ve özellikle teknolojiyle çevrelenmiş olduğumuz bir dönemde hayatımızı ne kadar kol...

2025, Revista LEETRA Indígena

This article examines the intersections between scientific production, internationalization, and Anglophone hegemony, considering epistemological tensions derived from the coloniality of knowledge. Grounded in the concept of mondialisation (Mongin, 2005), which transcends economic globalization by contemplating cultural and identity transitions, we analyze the paradox of English as a global scientific language: while facilitating transnational knowledge circulation, it perpetuates historical asymmetries, privileging perspectives from the Global North (Phillipson, 2008). In the Brazilian context, university internationalization is tensioned between English adoption and the invisibilization of local knowledge, especially indigenous epistemologies, which possess their own systems of epistemic registration and transmission (Rezende, 2019). We argue that critical translation practices can function as mechanisms for epistemic emancipation, expanding the circulation of indigenous epistemologies. We conclude that scientific democratization requires not only the inclusion of subalternized voices but also the transformation of hegemonic criteria for scientific validation.

2025

Recent studies have emphasized the significant implications of multimedia for the learning process. Even those researchers who take a less enthusiastic stand do not hesitate to assent that when blended with suitable pedagogical techniques and a proper design, the combined use of multiple media for the viewing and study of educational material can enhance the quality of the learning environment. This paper presents research and development efforts to design a pedagogically sound multimedia Web-based learning interface. Taken into consideration are recent findings from the area of cognitive psychology regarding the use of text, animation, and voice. The logic is based mainly on the presentation modality effect and the principles of spatial and temporal contiguity. The state of the learner's prior knowledge is considered to be of critical importance. The paper presents a flexible user interface supporting the use of animation and voice as default modalities and the existence of text in the same interface as an essential part of the learning process. The SMIL language is used for the implementation of the Web-based interface. (Contains 21 references.) (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document.

2025

Η έννοια του γραμματισμού έχει ήδη ενταχθεί στο ελληνικό σχολείο και αρκετά συχνά συνδέεται με την έννοια του οπτικού γραμματισμού. Μάλιστα, στη σύγχρονη εποχή όπου ο άνθρωπος είναι υπερ-εκτεθειμένος σε ποικίλες εικόνες, ο οπτικός γραμματισμός, η ανάγνωση, δηλαδή, ερμηνεία, κριτική αποτίμηση και δημιουργία οπτικών μηνυμάτων, αποτελεί βασική ικανότητα που πρέπει να αποκτήσει κάποιος προκειμένου να θεωρηθεί πραγματικά εγγράμμματος. Τα εικονοβιβλία αποτελούν ένα ιδιαίτερο είδος βιβλίων στα οποία οι εικόνες αλληλοεπιδρούν με το γραπτό κείμενο με ουσιαστικό τρόπο. Σε αντίθεση με τα εικονογραφημένα βιβλία όπου οι εικόνες είναι σημαντικές, αλλά οι λέξεις μεταφέρουν τις πιο σημαντικές έννοιες, στα εικονοβιβλία οι εικόνες δε συνοδεύουν απλά το κείμενο, αλλά συνενώνονται ευρηματικά μαζί του. Ο κύριος στόχος του παρόντος άρθρου είναι να ορίσει το λογοτεχνικό αυτό είδος, παραθέτοντας σχετικές θεωρητικές μελέτες, αλλά και να επισημάνει την εκπαιδευτική και αισθητική του αξία μέσα από ενδεικτικές προτάσεις εικονοβιβλίων και δραστηριοτήτων δημιουργικής γραφής που αφορμώνται από αυτά. Μάλιστα, αν και τα εικονοβιβλία απευθύνονται, κυρίως, σε παιδιά της προσχολικής ή της πρώτης σχολικής ηλικίας στο πλαίσιο ενίσχυσης της αισθητικής τους απόλαυσης και του οπτικού γραμματισμού τους, το παρόν άρθρο προτείνει παιγνιώδεις ασκήσεις δημιουργικής γραφής κατάλληλες για όλες τις τάξεις του δημοτικού σχολείου.

2025, Children’s Literature in English Language Education

Visual Thinking Strategies (VTS) were initially created to enhance skills in interpreting, describing, and analyzing art. This paper examines a state-funded pilot project in Denmark conducted by VTSdanmark, the organization that introduced VTS to the country and translated it into Danish from English. The project aimed to integrate VTS into the practices of librarians and language schoolteachers in Denmark and explore its impact on fostering children's reading. Despite its small scale, findings suggest that VTS practice, through exploring visual narratives in images representing various children's literary genres, sparks students' curiosity and eagerness to read. It motivates students to read texts connected to visual images analyzed through VTS and empowers them by providing the language necessary to inquire further about these texts, fostering interest in reading and language acquisition. Building on the Danish project's outcomes, this paper proposes applying VTS to motivate reading interest and language acquisition in English language learners (ELLs). The considerable potential of VTS' impact on reading engagement, particularly for primary and lower secondary school students of English, warrants further investigation. This paper presents a versatile framework for implementing VTS in libraries and English language classrooms and details a research plan to evaluate VTS' effectiveness in promoting reading engagement. The proposed framework is adaptable to various contexts and cultures, including the teaching of English as an additional language.

2025, Journal of Visual Literacy

This paper examines the introduction of Visual Thinking Strategies (VTS) in Denmark and its potential as a pedagogical tool used throughout Danish education culture and particularly in Danish primary schools. The first active Danish users of and trainers in VTS in the country provide purposive qualitative interview data through structured e-mail interviews focused on their experiences with VTS and their impressions of this pedagogical tool in the Danish education culture context. The analysis of this qualitative data indicates that VTS is highly and widely adaptable to Danish education culture which, like other Scandinavian education systems, is based on bildung didactic principles. In their contemporary manifestation, these principles value the emancipation of the individual and the promotion of democratic learning processes. The introduction of VTS is still a work in progress in the Danish context and is not yet formally used in the school system. However, it is precisely there that a rich vein of opportunities exists for VTS in Denmark.

2025, ACR European Advances

For twenty-five centuries, Western knowledge has tried to look upon the world. It has failed to understand that the world is not for the beholding. It is for hearing. It is not legible, but audible. Our science has always desired to monitor, measure, abstract, and castrate meaning, forgetting that life is full of noise and that death alone is silent: work noise, noise of man, and noise of beast. Noise bought, sold, or prohibited. Nothing essential happens in the absence of noise."-Jaques Attali in Noise: The Political Economy of Music

2025, Education for Information

2025

Il capability approach e un importante quadro teoretico emergente che riguarda il “benessere umano” – cioe quello che le persone sono capaci di fare e di essere, il tipo di vita che riescono effettivamente a condurre. L’approccio e stato sviluppato in vari ambiti teorici: giustizia sociale, scienze sociali e anche scienze dell’educazione. Quando si parla di capability nell’ambito dell’educazione, e chiaro che ci si trova ancora ai primi stadi dello sviluppo. In tempi recenti, questo nuovo paradigma e stato utilizzato soprattutto nel cosiddetto “approccio allo sviluppo umano”. L’economista-filosofo Amartya Sen e il filosofo Martha Nussbaum sono i pionieri che hanno significativamente sviluppato tale approccio.

2025

We are witnessing today an intense debate on the issue of innovative processes in education and a lively dialectic on the foundations of knowledge and its structural, social and cultural dynamics.Autopoiesis theory applied to educational processes, on the one hand, and the capability approach, from another perspective, could open up new horizons of theorizing; it comes, in short, to consider learning in enactive and generative terms, emphasizing the role of creativity, of planning and of innovation capacity of the mind (revisiting the developments of constructivist thought: from the “personal constructs” – Kelly 2004 – to the “theory of radical constructivism” – von Glasersfeeld – from the “autopoietic approach” – Maturana and Varela – to the theory of “radical embodiment” – Thompson and Varela – ) and as the capability approach (revisiting the issues of the human dignity, ofthe social justice and of the substantial freedom of Martha Nussbaum).In this perspective, it is interesting ...

2025, منظومة الثقافة البصرية

يقدم هذا الجزء "نظرية الشمول البصري" والتي وضعها "نبيل جاد عزمي، 2020" والتي تنشر لأول مرة؛ ويبدأ بعرض الحاجة لنظرية جديدة في الثقافة البصرية، ويشرح المداخل المتنوعة التي جاءت منها دراسات وبحوث الثقافة البصرية، وكيفية حدوث تداخل شديد بين مصطلحات وأبعاد وروافد الثقافة البصرية، كما يقدم أمثلة على هذا التداخل، والخلط الموجود في المفاهيم، ومن ثم يعرض للمسلمات التي تقوم عليها نظرية الشمول البصري، ويضع نصاً محدداً للنظرية، ويقترح تصنيفاً للأفراد وفقاً لمستوياتهم على مجمل مقاييس الثقافة البصرية، ومن ثم يعرض آليات الشمول البصري، وكيفية تتابع أبعاد الثقافة البصرية وموقعها في نظرية الشمول البصري، ومن ثم يوضح الفارق بين تدفق الرسائل البصرية من الفرد لبيئته أو العكس.

2025, Uluslararası İletişim ve Sanat Dergisi

Bu araştırma, grafik tasarım eğitimi kapsamındaki teori ve metodolojiler üzerinden tasarım uygulamaları yoluyla tasarım araştırmaları ve eğitimdeki son eğilimleri gözler önüne sermeyi hedefler. Başat olarak grafik tasarım eğitiminde güncellenmesi ve geliştirilmesi gereken noktalara temas ederek buradan hareketle oluşacak yeni yaklaşımlar ve farklı yöntemlerin tasarım eğitimine aktarılması üzerinden ele alınmıştır. Özellikle eleştirel düşünce ve teorinin kavranmasını tasarım projeleriyle birleştirerek, tasarım eğitimini yeniden düşünmeyi ve geliştirmeyi konu edinen çalışma, tasarım araştırmasını bilimsel bakış açısı ile temellendirip, tasarım eğitimine odaklanmanın önemini vurgulamıştır. Farklı tasarımcıların eğitim modellerini öğrenme biçimlerindeki çeşitliliği gözler önüne sermeyi hedefleyen çalışma, grafik tasarım disiplini içindeki eğitimcileri ve araştırmacıları da günümüzde hızla değişen tasarım eğitimi üzerine düşünmeye ve yeni modeller oluşturmaya teşvik etmeyi amaçlamıştır. Bu bağlamda çalışma, pedagoji, hetagoji gibi terimleri açıklayarak tasarım eğitimindeki yerine dikkat çekmiştir. Tasarım düşüncesini hetagojik yöntemlerle ilişkilendirildiğinde nasıl bir etki alanı olacağına dair bilgiler paylaşılmış, tasarım yoluyla öğrenme pratiklerini aktarmıştır. Tasarım eğitiminde farklı eğilimleri, ders içi konuları ve uygulamaya yönelik girişimleri incelenmiştir.

2025, Ihlara Eğitim Araştırmaları Dergisi

Araştırma Makalesi Araştırmanın amacı, ortaöğretim 10. sınıf öğrencilerinin Görsel Sanatlar dersi kapsamında gerçekleştirilen müze eğitimi etkinliğinin tasarım ilke ve elemanlarının öğrenilmesindeki etkisini ortaya koymaktır. Araştırma, 2021-2022 Eğitim-Öğretim yılı bahar döneminde Ankara Akdere Anadolu Lisesi 10. sınıf Görsel Sanatlar kurs öğrencileri üzerinden gerçekleştirilmiştir. Tek gruplu ön test-son test üzerinden karma yöntem model altındaki paralel yakınsayan desen kullanılmıştır. Tek gruplu araştırma kapsamında nicel verileri toplamak amacıyla başarı testi nitel veriler ise araştırmacı tarafından geliştirilen uzman değerlendirme ölçeği ve sanat eleştirisi çalışma kağıdından elde edilen veriler toplanmıştır. Tek gruplu araştırmada öğrencilere öncelikle geleneksel yöntemle ders kapsamında bir tema üzerinden eser gösterilmiş ve sırasıyla ön test, sanat eleştirisi çalışma kâğıdı son olarak ise uygulama ile sonlamıştır. Dört haftalık süreç sonrasında öğrenciler Gazi Üniversitesi Resim Heykel Müzesine götürülerek geleneksel yöntemde işlenilen süreç sırasıyla tekrar edilmiş bu esnada eş zamanlı olarak work-sheets ve nesnelerle çalışma eğitim etkinliklerinden yararlanılmıştır. Araştırma sonucunda öğrencilerin vermiş oldukları cevaplardan yola çıkarak her soru kendi içerisinde değerlendirilmiş ve müze eğitim etkinliğinin tasarım eleman ve ilkelerine yönelik algıların geliştirdiği, öğrencilerin kompozisyondan yola çıkarak plastik unsurları tanımlayabildiği, teknik bilgilerinin gelişim gösterdiği sonucuna ulaşılmıştır. Sanat müzelerinde gerçekleştirilen eğitim etkinliklerinde ortaöğretim öğrencilerinin sanatsal gelişimlerinin desteklendiği, sanatsal ürün oluşturabilmelerinde yardımcı olduğu görülmüştür.

2025, Preprints.org

This review examined the educational potential and challenges of integrating large language model (LLM)-based text-to-image generation tools using the enhanced OpenAI ChatGPT 4o Image Generation model as a central case study. While the examples were primarily drawn from ChatGPT 4o, the insights and findings broadly applied to other text-to-image models across platforms. Through an extensive analysis of interdisciplinary literature and classroom practices, this review identified how text-to-image generation supported various applications. These included fostering creative storytelling, enhancing curriculum design, visualizing abstract STEM and medical concepts, reconstructing historical settings, supporting language acquisition, and promoting inclusivity in special education. Educators leveraged these tools to generate customized instructional materials. At the same time, students engaged with them to visualize concepts, develop richer descriptive language, and explore global cultures through personalized, imagedriven learning experiences. Moreover, the review also revealed challenges, including critical technical, ethical, and pedagogical challenges. Technical issues included inconsistent image accuracy, prompt sensitivity, and resource access disparities. Ethical concerns involved algorithmic bias, potential misinformation, content filtering, and intellectual property rights. Pedagogically, educators needed to ensure alignment with learning objectives, assess AI-assisted student outputs effectively, and avoid overdependence on automation. In addition, this study incorporated qualitative data from an 8-week classroom program conducted with primary school students who used Microsoft Copilot to generate images from text prompts. The findings highlighted students' high engagement, growing descriptive vocabulary, increased cultural awareness, and emerging critical understanding of AI's limitations and biases. Students reported a sense of agency and creativity in crafting prompts, collaborated with peers to refine their outputs, and demonstrated early-stage digital literacy skills. These real-world classroom insights provided grounded evidence of how thoughtfully implemented text-to-image tools could enhance educational outcomes.