Pub Date : 2024-02-09DOI: 10.1080/1051144x.2024.2313422
F. Bonoti, Maria Papadopoulou, Panagiota Lytaki
{"title":"‘It is dark, he is scared’: young children’s recognition of emotions in comics","authors":"F. Bonoti, Maria Papadopoulou, Panagiota Lytaki","doi":"10.1080/1051144x.2024.2313422","DOIUrl":"https://doi.org/10.1080/1051144x.2024.2313422","url":null,"abstract":"","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"350 4-5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139848518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-09DOI: 10.1080/1051144x.2024.2313422
F. Bonoti, Maria Papadopoulou, Panagiota Lytaki
{"title":"‘It is dark, he is scared’: young children’s recognition of emotions in comics","authors":"F. Bonoti, Maria Papadopoulou, Panagiota Lytaki","doi":"10.1080/1051144x.2024.2313422","DOIUrl":"https://doi.org/10.1080/1051144x.2024.2313422","url":null,"abstract":"","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139788447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-02DOI: 10.1080/1051144x.2024.2315542
Howard Riley
{"title":"Visualcy:\u0000 the progenitor of literacy and numeracy","authors":"Howard Riley","doi":"10.1080/1051144x.2024.2315542","DOIUrl":"https://doi.org/10.1080/1051144x.2024.2315542","url":null,"abstract":"","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"117 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140515957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.1080/1051144x.2023.2281166
Tracey Bowen
AbstractCOVID-19 and its series of lockdowns and social distancing presented challenges to individuals globally in a myriad of ways. During this time, individuals expressed their frustrations, displayed newly developed passions, and illustrated their experiences creatively, visually, and often through social media. Online posts of art created during quarantine provided insight into the ways in which people coped. The COVID-19 moment in history provided a unique opportunity to examine how individuals visualised their experiences of a globally shared phenomenon that impacted daily life. This study examines participant-generated drawings that were collected from June 2020 to October 2021 based on the question ‘How has COVID-19 impacted you’? Participants were recruited through Instagram posts and an email recruitment campaign. Thirty-two participants submitted photos of their drawings that illustrated their perceptions and experiences of COVID-19 including the disconnection, isolation, newfound resilience and even hope. Six content themes were identified including i) isolation and the isolated individual, ii) mental health and wellbeing, iii) COVID-19 depicted as a monster, iv) global disruptions preventing travel or seeing family and/or friends, v) hope for the future, and vi) social injustice. The drawings provided insight into the ways in which individuals use graphic representations to make sense of and communicate their experiences and understanding of a complex time. The findings suggest drawing was used as both a process for constructing knowledge about the impact of the pandemic, a product on which to reflect, and a strategy for sense-making.Keywords: DrawingCOVID-19sense-makingvisual literacygraphicacyvisual methodology AcknowledgmentsI would like to acknowledge the valuable assistance of three undergraduate Research Assistants who worked remotely on this study: Kensho Ando Heng in recruiting study participants through an email campaign, and Hayam El-Asswad and Sally Fang in analyzing Instagram sites related to art and drawing expressions of COVID 19 that provided insight for this study.Disclosure statementNo potential conflict of interest was reported by the authors.
{"title":"Drawing from experience: visualising the impact of COVID-19","authors":"Tracey Bowen","doi":"10.1080/1051144x.2023.2281166","DOIUrl":"https://doi.org/10.1080/1051144x.2023.2281166","url":null,"abstract":"AbstractCOVID-19 and its series of lockdowns and social distancing presented challenges to individuals globally in a myriad of ways. During this time, individuals expressed their frustrations, displayed newly developed passions, and illustrated their experiences creatively, visually, and often through social media. Online posts of art created during quarantine provided insight into the ways in which people coped. The COVID-19 moment in history provided a unique opportunity to examine how individuals visualised their experiences of a globally shared phenomenon that impacted daily life. This study examines participant-generated drawings that were collected from June 2020 to October 2021 based on the question ‘How has COVID-19 impacted you’? Participants were recruited through Instagram posts and an email recruitment campaign. Thirty-two participants submitted photos of their drawings that illustrated their perceptions and experiences of COVID-19 including the disconnection, isolation, newfound resilience and even hope. Six content themes were identified including i) isolation and the isolated individual, ii) mental health and wellbeing, iii) COVID-19 depicted as a monster, iv) global disruptions preventing travel or seeing family and/or friends, v) hope for the future, and vi) social injustice. The drawings provided insight into the ways in which individuals use graphic representations to make sense of and communicate their experiences and understanding of a complex time. The findings suggest drawing was used as both a process for constructing knowledge about the impact of the pandemic, a product on which to reflect, and a strategy for sense-making.Keywords: DrawingCOVID-19sense-makingvisual literacygraphicacyvisual methodology AcknowledgmentsI would like to acknowledge the valuable assistance of three undergraduate Research Assistants who worked remotely on this study: Kensho Ando Heng in recruiting study participants through an email campaign, and Hayam El-Asswad and Sally Fang in analyzing Instagram sites related to art and drawing expressions of COVID 19 that provided insight for this study.Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134901476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-10DOI: 10.1080/1051144x.2023.2277025
Nurcan Keles, Mary Nyaema
AbstractThe goal of the study was to compare how visual representations were integrated into the contents of the U.S. and Turkish textbooks used in life science. Data was collected from 6th, 7th, and 8th grade middle school topics common to both countries. Content analysis was used to analyse visual representations in textbooks. The visual representations were coded into five categories representative of the level of integration. Findings of the study revealed that many representations in Turkish textbooks were not designed with enough labels and captions compared to the U.S. one. This limited the function of the images in the textbook. The implications for textbook revisions aimed at improving the use of visual representations in the classrooms are discussed.Keywords: Visual representationscognitive load theorytextbooksmiddle school Disclosure statementNo potential conflict of interest was reported by the authors.
{"title":"Comparison of the different types of visual representations integrated into the contents of the United States and Turkish middle school life science textbook units","authors":"Nurcan Keles, Mary Nyaema","doi":"10.1080/1051144x.2023.2277025","DOIUrl":"https://doi.org/10.1080/1051144x.2023.2277025","url":null,"abstract":"AbstractThe goal of the study was to compare how visual representations were integrated into the contents of the U.S. and Turkish textbooks used in life science. Data was collected from 6th, 7th, and 8th grade middle school topics common to both countries. Content analysis was used to analyse visual representations in textbooks. The visual representations were coded into five categories representative of the level of integration. Findings of the study revealed that many representations in Turkish textbooks were not designed with enough labels and captions compared to the U.S. one. This limited the function of the images in the textbook. The implications for textbook revisions aimed at improving the use of visual representations in the classrooms are discussed.Keywords: Visual representationscognitive load theorytextbooksmiddle school Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"123 34","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135136884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-02DOI: 10.1080/1051144x.2023.2277029
Gary McLeod
AbstractLike many fields, visual literacy is enamoured with digital cameras. They are convenient for classrooms, can accelerate learning, and can facilitate research where verbal language cannot. However, exclusive use puts at risk the possibility of experiencing affordances of other photomedia. This paper argues for diversifying photomedia used in research. While it recognises that digital cameras have a role to play in developing visual skills, particularly when resources are limited, it posits that sole use of digital cameras obfuscate other possibilities for expression. Adopting autoethnographic description, affordances were considered of three photomedia as used during a rephotography project along Japan’s north-eastern coast between 2019 and 2022. Setting out photomedia literacy as a competence that complements rather than competes with a range of other literacies (e.g. media literacy, digital literacy, information literacy), the paper concludes with challenges for any scholars thinking that digital cameras are convenient one-stop solutions.Keywords: Photomedia literacyvisual literacyaffordancerephotographytemporality Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 The first sidelight in particular was originally a short story titled ‘Light of Other Days’ published in 1966. It described a couple’s encounter with a glass farmer whose only remaining connection with his wife and children following a car accident was the phasing image of them in the slow glass windows of the family home.2 For example, Shaw described covert governmental plans for controllable slow glass that include showering a city with tiny particles to record and monitor everyone all the time, as well as forms of torture and brainwashing that involved using ‘contact lenses’ pre-loaded with others’ experiences in order to exert pressure and influence.3 There are two translations of this essay, the original 1984 one by Flusser himself and the Angelo Matthews translation in 2000.4 I am thinking here of examples such as Casey Neistat (https://www.youtube.com/user/caseyneistat) or Abroad in Japan (https://www.youtube.com/@AbroadinJapan).5 This includes personal projects, such as that of Japanese photographer Naoya Hatakeyama, but also large-scale efforts such as Google’s Memories of the Future that charts reconstruction through Google Street View (Google, Citation2011).6 Higher-end digital cameras (e.g. Fujifilm GFX50sii) may have an option to make a one-hour exposure but the potential damage to the digital sensor may make development of this capability less likely.Additional informationFundingThis work was supported by the Japan Society for the Promotion of Science under Grant 19K22994.
{"title":"Slow glass: a case for photomedia literacy","authors":"Gary McLeod","doi":"10.1080/1051144x.2023.2277029","DOIUrl":"https://doi.org/10.1080/1051144x.2023.2277029","url":null,"abstract":"AbstractLike many fields, visual literacy is enamoured with digital cameras. They are convenient for classrooms, can accelerate learning, and can facilitate research where verbal language cannot. However, exclusive use puts at risk the possibility of experiencing affordances of other photomedia. This paper argues for diversifying photomedia used in research. While it recognises that digital cameras have a role to play in developing visual skills, particularly when resources are limited, it posits that sole use of digital cameras obfuscate other possibilities for expression. Adopting autoethnographic description, affordances were considered of three photomedia as used during a rephotography project along Japan’s north-eastern coast between 2019 and 2022. Setting out photomedia literacy as a competence that complements rather than competes with a range of other literacies (e.g. media literacy, digital literacy, information literacy), the paper concludes with challenges for any scholars thinking that digital cameras are convenient one-stop solutions.Keywords: Photomedia literacyvisual literacyaffordancerephotographytemporality Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 The first sidelight in particular was originally a short story titled ‘Light of Other Days’ published in 1966. It described a couple’s encounter with a glass farmer whose only remaining connection with his wife and children following a car accident was the phasing image of them in the slow glass windows of the family home.2 For example, Shaw described covert governmental plans for controllable slow glass that include showering a city with tiny particles to record and monitor everyone all the time, as well as forms of torture and brainwashing that involved using ‘contact lenses’ pre-loaded with others’ experiences in order to exert pressure and influence.3 There are two translations of this essay, the original 1984 one by Flusser himself and the Angelo Matthews translation in 2000.4 I am thinking here of examples such as Casey Neistat (https://www.youtube.com/user/caseyneistat) or Abroad in Japan (https://www.youtube.com/@AbroadinJapan).5 This includes personal projects, such as that of Japanese photographer Naoya Hatakeyama, but also large-scale efforts such as Google’s Memories of the Future that charts reconstruction through Google Street View (Google, Citation2011).6 Higher-end digital cameras (e.g. Fujifilm GFX50sii) may have an option to make a one-hour exposure but the potential damage to the digital sensor may make development of this capability less likely.Additional informationFundingThis work was supported by the Japan Society for the Promotion of Science under Grant 19K22994.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"9 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135973396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/1051144X.2023.2281163
T. Thomson, Shehab Uddin
Abstract Visual language and culture are co-constitutive and constantly evolving. This transformation is more pronounced in the contemporary visual literacy landscape especially with widely used social media and more democratic technologies, such as smartphone cameras, which are used for myriad purposes and in diverse ways. These uses and purposes vary by culture and demographics but little is understood about how smartphone cameras shape contemporary Western ways of seeing: visual culture and literacy. Specifically, this study seeks to explore and identify how people living in Australia use their smartphone cameras to document their everyday lives. It also explores how these devices influence the participants’ visual languages and literacies. To analyse these changes, this study adopts a two-method approach. First, 30 participants were recruited from three different age groups. These participants donated a consistent two weeks of the images on their camera rolls for analysis. These images were then subjected to an 11-variable analysis. Second, 23 participants followed through with an interview to contextualise their photographic behaviour and identify the aspects they perceive shape their ways of seeing. These two methods allow an understanding of who or what is photographed as well as how and why these participants made images in certain ways.
{"title":"Contemporary ways of seeing: exploring how smartphone cameras shape visual culture and literacy","authors":"T. Thomson, Shehab Uddin","doi":"10.1080/1051144X.2023.2281163","DOIUrl":"https://doi.org/10.1080/1051144X.2023.2281163","url":null,"abstract":"Abstract Visual language and culture are co-constitutive and constantly evolving. This transformation is more pronounced in the contemporary visual literacy landscape especially with widely used social media and more democratic technologies, such as smartphone cameras, which are used for myriad purposes and in diverse ways. These uses and purposes vary by culture and demographics but little is understood about how smartphone cameras shape contemporary Western ways of seeing: visual culture and literacy. Specifically, this study seeks to explore and identify how people living in Australia use their smartphone cameras to document their everyday lives. It also explores how these devices influence the participants’ visual languages and literacies. To analyse these changes, this study adopts a two-method approach. First, 30 participants were recruited from three different age groups. These participants donated a consistent two weeks of the images on their camera rolls for analysis. These images were then subjected to an 11-variable analysis. Second, 23 participants followed through with an interview to contextualise their photographic behaviour and identify the aspects they perceive shape their ways of seeing. These two methods allow an understanding of who or what is photographed as well as how and why these participants made images in certain ways.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"1 1","pages":"269 - 286"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139324109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/1051144X.2023.2261222
Shaun Nolan
Abstract 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.
{"title":"Visual thinking strategies as a pedagogical tool: initial expectations, applications, and perspectives in Denmark","authors":"Shaun Nolan","doi":"10.1080/1051144X.2023.2261222","DOIUrl":"https://doi.org/10.1080/1051144X.2023.2261222","url":null,"abstract":"Abstract 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.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"12 1","pages":"210 - 227"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/1051144X.2023.2258740
Aijuan Cun, Ting Huang
Abstract There is limited research concerning the use of visual materials for academic learning in Chinese undergraduate international students’ experiences of studying in the United States. To help address this gap, drawing upon theoretical perspectives on multimodality and a literature review on using visual resources, this article discusses the ways in which five Chinese undergraduate international students described their experiences of using visual materials for academic learning as part of a qualitative study. Primary data sources include two semistructured interviews with each participant. Informal conversations and multiple researchers’ perspectives were also consulted to ensure trustworthiness. The findings show that the participants used visual resources for specific learning purposes, particularly understanding academic content and designing projects. This study calls attention to international students’ perspectives on using visuals to support their academic learning during their study abroad.
{"title":"The role of visual resources in academic achievement in higher education: Chinese international students’ perspectives","authors":"Aijuan Cun, Ting Huang","doi":"10.1080/1051144X.2023.2258740","DOIUrl":"https://doi.org/10.1080/1051144X.2023.2258740","url":null,"abstract":"Abstract There is limited research concerning the use of visual materials for academic learning in Chinese undergraduate international students’ experiences of studying in the United States. To help address this gap, drawing upon theoretical perspectives on multimodality and a literature review on using visual resources, this article discusses the ways in which five Chinese undergraduate international students described their experiences of using visual materials for academic learning as part of a qualitative study. Primary data sources include two semistructured interviews with each participant. Informal conversations and multiple researchers’ perspectives were also consulted to ensure trustworthiness. The findings show that the participants used visual resources for specific learning purposes, particularly understanding academic content and designing projects. This study calls attention to international students’ perspectives on using visuals to support their academic learning during their study abroad.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"87 1","pages":"165 - 182"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/1051144X.2023.2258741
Dan Shi
Abstract The study examines the intermodality in children’s picture books, with a special focus on the visual-verbal meaning instantiation in young learners’ visual literacy readings. Picture books serve as one of the main platforms and channels that prepare children for early literacy education. Coronavirus as a key theme children have encountered during the COVID-19 pandemic period has been widely discussed in picture books for different educational purposes. This study employs systemic functional linguistics (SFL)-based multimodal discourse analysis and draws upon Painter, Martin, and Unsworth’s (2013) visual narrative analytic framework to explore the intermodal relationships between the visual and verbal meaning systems and how each semiotic system is represented and instantiated in the picture books as bimodal texts. Coronavirus: A book for children (2020) and My hero is you: How kids can fight COVID-19 (2020), the two most widely disseminated picture books on Coronavirus, were chosen for case study and comparative analysis. Through these, the intermodal meaning making process that features in children’s literature is examined and synthesised from the three visual analytical perspectives of the representations, relationships, and organisations in the social semiotic construction to facilitate children’s ability to read and comprehend the COVID-related visual information in integration with the verbal semiotics. The findings reveal the visual images function as visual recontextualization for the verbal realisations and provide imagistic contextualisation for the textualized storytelling.
{"title":"Intermodality and visual literacy: exploring visual-verbal instantiation in children’s picture books on coronavirus","authors":"Dan Shi","doi":"10.1080/1051144X.2023.2258741","DOIUrl":"https://doi.org/10.1080/1051144X.2023.2258741","url":null,"abstract":"Abstract The study examines the intermodality in children’s picture books, with a special focus on the visual-verbal meaning instantiation in young learners’ visual literacy readings. Picture books serve as one of the main platforms and channels that prepare children for early literacy education. Coronavirus as a key theme children have encountered during the COVID-19 pandemic period has been widely discussed in picture books for different educational purposes. This study employs systemic functional linguistics (SFL)-based multimodal discourse analysis and draws upon Painter, Martin, and Unsworth’s (2013) visual narrative analytic framework to explore the intermodal relationships between the visual and verbal meaning systems and how each semiotic system is represented and instantiated in the picture books as bimodal texts. Coronavirus: A book for children (2020) and My hero is you: How kids can fight COVID-19 (2020), the two most widely disseminated picture books on Coronavirus, were chosen for case study and comparative analysis. Through these, the intermodal meaning making process that features in children’s literature is examined and synthesised from the three visual analytical perspectives of the representations, relationships, and organisations in the social semiotic construction to facilitate children’s ability to read and comprehend the COVID-related visual information in integration with the verbal semiotics. The findings reveal the visual images function as visual recontextualization for the verbal realisations and provide imagistic contextualisation for the textualized storytelling.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"32 1","pages":"183 - 209"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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