Visual narrative methodology in educational research with babies: triadic play in babies’ room

Despite the fact that listening is at the core of teaching, pedagogical literature has paid very little attention to listening. In this paper, we echo this absence of research and try to explore some of listening’s pedagogical and training possibilities. We move away from the kind of listening that underlies relationships of power, trying to find a pattern of listening in which our presence becomes important and related research activity is seen as a transformational experience. We address these matters on the basis of some learning experiences arising from a recent study in which we analyzed, by means of a narrative methodology, the experiences of academic failure of three adolescents. The article concludes with proposals of some principles which served as the basis and guidelines for our conduct in the course of the study, and which are an example of our concept of listening for educational research.

Download Full-text

Analisis Semiotika Komunikasi Visual Buku “Memahami Komik” Scott McCloud

Jurnal Studi Komunikasi (Indonesian Journal of Communications Studies) ◽

10.25139/jsk.v2i2.702 ◽

2018 ◽

Vol 2 (2) ◽

Author(s):

Florens Debora Patricia

Keyword(s):

Text Analysis ◽

Visual Language ◽

Roland Barthes ◽

Visual Narrative ◽

Narrative Methodology ◽

Sign Analysis ◽

The Invisible

This research aims to finding ascpets of theory in Understanding Comics: The Invisible Art by Scott McCloud, using the analitical of semiotic research of Roland Barthes, by focusing on issues: 1) Visual narrative in Understanding Comics, 2) Visual language in Understanding Comics, and 3) Visual implications of theory in Understanding Comics for examples; comics book, comics research and journal of comics in 2010s above. The Narrative methodology is used for qualitative-interpretative, with sign analysis and text analysis as an object of research.

Download Full-text

Noisy Neighbours: A Construction of Collective Knowledge in Toddlers' Shared Play Space

Australasian Journal of Early Childhood ◽

10.1177/183693911604100408 ◽

2016 ◽

Vol 41 (4) ◽

pp. 64-71 ◽

Cited By ~ 7

Author(s):

Liang Li ◽

Gloria Quinones ◽

Avis Ridgway

Keyword(s):

Social Situation ◽

Visual Narrative ◽

Social Production ◽

Collective Knowledge ◽

Play Activity ◽

Reflective Dialogue ◽

Long Day ◽

The Social ◽

Narrative Methodology ◽

Play Space

EVIDENCE FROM A LARGER project Studying babies and toddlers: Cultural worlds and transitory relationships in Australian long day care settings is gathered. We argue that toddlers co-construct collective knowledge through expressive play activities with peers and educators. We analyse how educators enter play, taking the toddlers' perspective to develop collective knowledge. We investigate how toddlers creatively produce knowledge through educators' awareness of their play spaces, aiming to find the different ways they affectively participate in processes of producing knowledge. Vygotsky's cultural–historical concepts of the social situation of development and play form the research foundation. Using visual narrative methodology and reflective dialogue to explore toddlers' everyday play activity, one play episode of an educator entering shared collective play with toddlers is analysed. We find educators' involvement and peer interaction significant for learning and social production of collective knowledge in toddlers' play spaces. Responding to toddlers' active expressions by entering play develops collective knowledge.

Download Full-text