Visual and Media Literacy Put Into Practice

2019 ◽  
pp. 153-171
Author(s):  
Grit Alter
Keyword(s):  
Media Literacy ◽  
Literary Texts ◽  
Digital Learning ◽  
Visual Narratives ◽  
Intercultural Awareness ◽  
Reader Responses ◽  
Hands On ◽  
Critical Media ◽  
Ethnic And Cultural Identity ◽  
The Web

In this chapter, the author explores the concept and teaching potential of visual and media literacy and discusses the creation of digital visual narratives as a means to develop critical media literacy. Based on an example from her university class, the author argues that a hands-on approach of creating digital visual reader-responses to literary texts is a highly beneficial tool to not only develop but also experience visual and media literacy. In the process of creating digital visual narrations using the Web 2.0 application Pixton, students additionally reflect the representation of the protagonists' ethnic and cultural identity within the text and in their surrounding environment, thus fostering intercultural awareness.. This creative reader-response approach allows combining literary literacy with the development of visual and media literacy in digital learning settings.

Obviam

2018 ◽  
Author(s):  
Jared Hudson
Keyword(s):  
Literary Texts ◽  
Production Of Space ◽  
Vital Part ◽  
Hands On

This chapter examines the construction of vehicular space in Latin literary texts, identifying two significant aspects of Roman transport’s representation. First is the set-piece depiction of roadway encounters, articulated as a physical run-in of wayfarers with clashing modes of transport. Although the moralizing thrust of such portraits is to inveigh against lavish transportation while extolling simple travel, their more powerful function is to assert the ability of (particular) mobile parties to transcend transit’s physicality. Second is such scenes’ frequent problematization of physical agency, drivers and passengers being caught between demeaning hands-on participation in travel’s means and excessively passive forms of conveyance. The aim throughout is to move beyond a view of such articulations as merely diatribes against luxurious travel, and to excavate how the underlying instrumentality of transportation—its emphatic ‘by-way-of-ness’—is rhetorically constituted, and indeed a vital part of the Roman production of space.

scholarly journals A “Strong” Approach to Sustainability Literacy: Embodied Ecology and Media

Philosophies ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Cary Campbell ◽  
Nataša Lacković ◽  
Alin Olteanu
Keyword(s):  
Media Literacy ◽  
Meaning Making ◽  
Environmental Literacy ◽  
Literacy Studies ◽  
Critical Media Literacy ◽  
Semiotic Approach ◽  
Sustainability Literacy ◽  
Critical Media ◽  
Definition Of ◽  
Integrated Sustainability

This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites bridging biosemiotics with critical media literacy, in pursuit of a strong, integrated sustainability literacy. The need for such a construal of literacy can be observed in recent scholarship on embodied cognition, education, media and bio/eco-semiotics. By (1) construing the environment as semiosic (Umwelt), and (2) replacing the notion of text with model, we develop a theory of literacy that understands learning as embodied/environmental in/across any mediality. As such, digital and multimedia learning are deemed to rest on environmental and embodied affordances. The notions of semiotic resources and affordances are also defined from these perspectives. We propose that a biosemiotics-informed approach to literacy, connecting both eco- and critical-media literacy, accompanies a much broader scope of meaning-making than has been the case in literacy studies so far.

scholarly journals Iranian Feminist Activists and Critical Media Literacy

2018 ◽  
Vol 9 (6) ◽  
pp. 45-58
Author(s):  
Kobra Mohammadpour Kachalmi ◽  
Lee Yok Fee
Keyword(s):  
Media Literacy ◽  
Critical Analysis ◽  
Qualitative Interviews ◽  
Gender Ideology ◽  
Critical Media Literacy ◽  
Dominant Ideologies ◽  
Critical Media ◽  
Core Concepts ◽  
Literacy Framework ◽  
Definition Of

Abstract Considering the exponential growth of technology and media in Iranian society as well as the significant role of media culture in reproducing, reinforcing, and legitimizing dominant ideologies such as sexism, the central question posed by this paper is how Iranian feminist activists critically analyze media messages. Further, this paper explores the extent to which this analysis fits the critical media literacy framework. Using a critical media literacy framework underpinned by feminist standpoint theory, this paper presents results from qualitative interviews with 15 Iranian feminist activists. We find that Iranian feminist activists focus more on politics of representation and critique of gender ideology in the critical analysis of media products. Thus, critical analysis of media by Iranian feminist activists better fits the definition of critical media literacy than its core concepts. The findings also demonstrate that a transformative dimension of critical media literacy is ignored by the feminist activists despite using media in the struggle against dominant gender ideology.

Kritička medijska pismenost i komunikacijska kompetencija sudionika deliberacije

2016 ◽  
pp. 49-68
Author(s):  
Zlatan Mujak
Keyword(s):  
Critical Discourse Analysis ◽  
Media Literacy ◽  
Analytical Framework ◽  
New Labour ◽  
Labour Law ◽  
Critical Media Literacy ◽  
Validity Claims ◽  
Critical Media ◽  
Universal Pragmatics ◽  
The Republic

The study represents an attempt of converging the elements of critical media literacy with the Habermasian theory of communicative competence. Universal pragmatics (validity claims) is being used as a theoretical base for the development of an analytical framework of critical media literacy, and the method is being empirically and experimentally tested through critical discourse analysis of the theme of the new Labour Law adoption in the Federation of Bosnia and Herzegovina and the Republic of Srpska. The analysis includes 32 media texts on the Klix, Buka and N1 news portals. Positive and negative claims about the adoption of the new Labour Law are being tested for comprehensibility, truth, sincerity and legitimacy.

Decision Making Process in Intercultural Communication

2019 ◽  
pp. 300-334
Author(s):  
Emıne Nılufer Pembecıoglu ◽  
Hatıce Irmaklı
Keyword(s):  
Decision Making ◽  
Intercultural Communication ◽  
Media Literacy ◽  
Literacy Skills ◽  
Early Years ◽  
Decision Making Process ◽  
Cultural Backgrounds ◽  
Intercultural Awareness ◽  
Decision Making Processes ◽  
Different Cultures

The society we live in and the culture we're surrounded by all have an impact on our decision-making processes requiring that media literacy skills start flourishing during the early years. Globalization changed the dynamics of the world and society by removing any limitations of time and space. Thus, different cultures and values encounter one another, which is why media literacy and intercultural awareness are becoming the key skills in today's world. This chapter aims to analyze the stages, reasons, and the choices of the decision-making process of individuals from different cultural backgrounds in an intercultural communication setting where they were given certain problems for which they were expected to find solutions in a limited amount of time. The chapter mainly discusses the notion of “tolerance” and “judgement”: how one positions her/himself in an intercultural environment and how s/he approaches a problem with the awareness of cultural differences.

Personal Reflections on the Educational Potential and Future of Closed Captioning on the Web

2012 ◽  
pp. 221-229
Author(s):  
Sean Zdenek
Keyword(s):  
Digital Learning ◽  
Course Content ◽  
Study Guides ◽  
Closed Captioning ◽  
Wide Range ◽  
Review Course ◽  
Closed Captions ◽  
Personal Reflections ◽  
Educational Potential ◽  
The Web

This chapter explores the value of closed captioning in universal design. While closed captions positively impact a wide range of our students—deaf, hard of hearing, and hearing—they also have the potential to create more robust and interactive digital learning systems. Caption technology can address the current limitations of video search and retrieval by offering students fully searchable, fully clickable interactive transcripts. The future of closed captioning on the Web will offer students a means to search the video collection of an entire course, or even across all of the videos produced in all of the courses of a department, college, or university. In this future learning environment, captions will enable students to use keywords not only to find and review course content across multiple videos but also to insert their own “margin” notes, share comments with students, and create customizable video mash-ups as study guides.

Sign in / Sign up

Export Citation Format

Share Document