Pub Date : 2020-10-01DOI: 10.1080/1051144X.2020.1826221
A. McIntire
Abstract Studying musical text effectively reinforces grammar structures and vocabulary taught in class while simultaneously developing cultural literacy, a critical component in second language acquisition. Musical text facilitates a multimodal learning experience as it combines the verbal and aural modes, and is often accompanied by the visual mode. In addition, studies have shown that there is a strong connection between music, visual mental imagery and memory, which is beneficial for language learning. What is unique to the study of musical text is that there is sound, and sound has meaning. In tone languages, a change in pitch changes word meaning, while intonation and phonology influence meaning in non-tone languages. Voice code, experiential meaning potential and provenance further assist in conveying the meaning of the text. Whether using music as a complement to reinforce topics introduced in traditionally structured language courses or as the basis for an entire syllabus of university level language study, the following case studies demonstrate that musical text can be a powerful instrument in enhancing language acquisition not only for children, but also in the context of higher education.
{"title":"Musical text: An effective instrument in teaching language and culture","authors":"A. McIntire","doi":"10.1080/1051144X.2020.1826221","DOIUrl":"https://doi.org/10.1080/1051144X.2020.1826221","url":null,"abstract":"Abstract Studying musical text effectively reinforces grammar structures and vocabulary taught in class while simultaneously developing cultural literacy, a critical component in second language acquisition. Musical text facilitates a multimodal learning experience as it combines the verbal and aural modes, and is often accompanied by the visual mode. In addition, studies have shown that there is a strong connection between music, visual mental imagery and memory, which is beneficial for language learning. What is unique to the study of musical text is that there is sound, and sound has meaning. In tone languages, a change in pitch changes word meaning, while intonation and phonology influence meaning in non-tone languages. Voice code, experiential meaning potential and provenance further assist in conveying the meaning of the text. Whether using music as a complement to reinforce topics introduced in traditionally structured language courses or as the basis for an entire syllabus of university level language study, the following case studies demonstrate that musical text can be a powerful instrument in enhancing language acquisition not only for children, but also in the context of higher education.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"39 1","pages":"185 - 200"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2020.1826221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45753467","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 : 2020-10-01DOI: 10.1080/1051144X.2020.1828676
E. Turra
Abstract This paper examines the communicative and persuasive strategies adopted on three websites promoting gastronomic tourism: Slowfood.com/travel, Lonelyplanet.com and DeliciousItaly.com. The analysis focuses on both the visual and linguistic features used to construct the identity of Piedmont and of the tourist as well as on the interplay between verbal and non-verbal features. Hypertexts and interactive websites rely on a wide spectrum of multimodal resources and strategies to provide potential tourists with a full immersion in a given country and its culture. The ultimate goal is to sell a holiday experience by describing a reality which will be perceived as authentic and unique. In this perspective, a multi-method approach has been adopted as the analytical framework: it draws on Kress and van Leeuwen’s visual grammar, Martin’s semantic categories of evaluation and is unified by an overarching systemic functional theoretical framework. Discourse analysis will be combined with Quan and Wang’s model of the tourist experience, in order to shed light on the correlation between communicative and persuasive features, as well as the social and discursive construction of the identity of prospective tourists and destinations.
{"title":"Culture, communication and persuasion on gastronomic tourism websites: A multimodal analysis","authors":"E. Turra","doi":"10.1080/1051144X.2020.1828676","DOIUrl":"https://doi.org/10.1080/1051144X.2020.1828676","url":null,"abstract":"Abstract This paper examines the communicative and persuasive strategies adopted on three websites promoting gastronomic tourism: Slowfood.com/travel, Lonelyplanet.com and DeliciousItaly.com. The analysis focuses on both the visual and linguistic features used to construct the identity of Piedmont and of the tourist as well as on the interplay between verbal and non-verbal features. Hypertexts and interactive websites rely on a wide spectrum of multimodal resources and strategies to provide potential tourists with a full immersion in a given country and its culture. The ultimate goal is to sell a holiday experience by describing a reality which will be perceived as authentic and unique. In this perspective, a multi-method approach has been adopted as the analytical framework: it draws on Kress and van Leeuwen’s visual grammar, Martin’s semantic categories of evaluation and is unified by an overarching systemic functional theoretical framework. Discourse analysis will be combined with Quan and Wang’s model of the tourist experience, in order to shed light on the correlation between communicative and persuasive features, as well as the social and discursive construction of the identity of prospective tourists and destinations.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"39 1","pages":"256 - 272"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2020.1828676","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49447951","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 : 2020-10-01DOI: 10.1080/1051144X.2020.1826219
Jana Holsanova
Abstract Today’s scientific texts are complex and multimodal. Due to new technology, the number of images is increasing, as is their diversity and complexity. Interaction with complex texts and visualizations becomes a challenge. How can we help readers and learners achieve multimodal literacy? We use data from the audio description of a popular scientific journal and think-aloud protocols to uncover knowledge and competences necessary for reading and understanding multimodal scientific texts. Four issues of the printed journal were analyzed. The aural version of the journal was compared with the printed version to show how the semiotic interplay has been presented for the users. Additional meaning-making activities have been identified from the think-aloud protocol. As a result, we could reveal how the audio describer combined the contents of the available resources, made judgements about relevant information, determined ways of verbalizing visual information, used conceptual knowledge, filled in the gaps missing in the interplay of the resources, and reordered information for optimal flow and understanding. We argue that the meaning-making activities identified through audio description and think-aloud protocols can be incorporated into instruction in educational contexts and can thereby improve readers’ competencies for reading and understanding multimodal scientific texts.
{"title":"Uncovering scientific and multimodal literacy through audio description","authors":"Jana Holsanova","doi":"10.1080/1051144X.2020.1826219","DOIUrl":"https://doi.org/10.1080/1051144X.2020.1826219","url":null,"abstract":"Abstract Today’s scientific texts are complex and multimodal. Due to new technology, the number of images is increasing, as is their diversity and complexity. Interaction with complex texts and visualizations becomes a challenge. How can we help readers and learners achieve multimodal literacy? We use data from the audio description of a popular scientific journal and think-aloud protocols to uncover knowledge and competences necessary for reading and understanding multimodal scientific texts. Four issues of the printed journal were analyzed. The aural version of the journal was compared with the printed version to show how the semiotic interplay has been presented for the users. Additional meaning-making activities have been identified from the think-aloud protocol. As a result, we could reveal how the audio describer combined the contents of the available resources, made judgements about relevant information, determined ways of verbalizing visual information, used conceptual knowledge, filled in the gaps missing in the interplay of the resources, and reordered information for optimal flow and understanding. We argue that the meaning-making activities identified through audio description and think-aloud protocols can be incorporated into instruction in educational contexts and can thereby improve readers’ competencies for reading and understanding multimodal scientific texts.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"39 1","pages":"132 - 148"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2020.1826219","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45340225","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 : 2020-10-01DOI: 10.1080/1051144X.2020.1826222
Styliani Karatza
Abstract This paper is concerned with multimodal literacy involving the different kinds of knowledge required to fully access texts with multiple semiotic resources used in reading comprehension test tasks. Such literacy requirements have not drawn researchers’ attention to date, mainly because the foreign language teaching and testing project has primarily focussed on the verbal features of reading comprehension texts. Drawing on data from the Greek National Foreign Language Exams (known with the acronym KPG) – one of the few high-stakes examination systems which use multimodal reading comprehension texts – the paper approaches reading comprehension as a meaning-making process highly dependent on both image and language used in test tasks and the relations between them (i.e. intersemiosis). Working mainly within the framework of Systemic Functional Linguistics (SFL), this study has attempted a systematic description of the visual and intersemiotic literacy indicators of 86 multimodal media texts used in KPG reading comprehension test tasks. For the SFL-oriented multimodal discourse analysis, Tan et al.’s categories of system choices suggested for the analysis of different types of multimodal media texts, and the Multimodal Analysis Image (MMA) interactive software program were used.
{"title":"Multimodal literacy and language testing: Visual and intersemiotic literacy indicators of reading comprehension texts","authors":"Styliani Karatza","doi":"10.1080/1051144X.2020.1826222","DOIUrl":"https://doi.org/10.1080/1051144X.2020.1826222","url":null,"abstract":"Abstract This paper is concerned with multimodal literacy involving the different kinds of knowledge required to fully access texts with multiple semiotic resources used in reading comprehension test tasks. Such literacy requirements have not drawn researchers’ attention to date, mainly because the foreign language teaching and testing project has primarily focussed on the verbal features of reading comprehension texts. Drawing on data from the Greek National Foreign Language Exams (known with the acronym KPG) – one of the few high-stakes examination systems which use multimodal reading comprehension texts – the paper approaches reading comprehension as a meaning-making process highly dependent on both image and language used in test tasks and the relations between them (i.e. intersemiosis). Working mainly within the framework of Systemic Functional Linguistics (SFL), this study has attempted a systematic description of the visual and intersemiotic literacy indicators of 86 multimodal media texts used in KPG reading comprehension test tasks. For the SFL-oriented multimodal discourse analysis, Tan et al.’s categories of system choices suggested for the analysis of different types of multimodal media texts, and the Multimodal Analysis Image (MMA) interactive software program were used.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"39 1","pages":"220 - 255"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2020.1826222","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48548537","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 : 2020-10-01DOI: 10.1080/1051144X.2020.1826223
S. Masi
Abstract The TED talk (www.ted.com) is a hybrid popularizing genre empowered by contemporary digital technologies in which different semiotic modes feature prominently and which is being extensively used in educational settings. This study is based on and further develops research on co-speech gestures in a selection of such talks from various knowledge domains, so as to shed light and raise awareness on the orchestration of different modal resources therein and as a way of contributing to the development of multimodal literacy in an ever changing educational landscape. Data description is based on multimodal transcription through an integrated method, which makes it possible to advance hypotheses about the interpretation of gestures in different contexts. The qualitative analysis will show various ways in which speech-synchronized gestures in the talks can contribute different (also simultaneous) ideational, interpersonal and textual meanings or metafunctions, especially when considered from a more global analytical perspective, viz. as repeated similar patterns over discourse chunks. Reference will also be made to Multimodal Critical Discourse Analysis as an overarching framework, as some of the patterns appear to have the potential not only to enhance cohesion but also to subtly emphasize emotional and value-laden meanings, thus pushing the highly persuasive discourse of this genre of talks forward.
{"title":"Exploring meaning-making practices via co-speech gestures in TED Talks","authors":"S. Masi","doi":"10.1080/1051144X.2020.1826223","DOIUrl":"https://doi.org/10.1080/1051144X.2020.1826223","url":null,"abstract":"Abstract The TED talk (www.ted.com) is a hybrid popularizing genre empowered by contemporary digital technologies in which different semiotic modes feature prominently and which is being extensively used in educational settings. This study is based on and further develops research on co-speech gestures in a selection of such talks from various knowledge domains, so as to shed light and raise awareness on the orchestration of different modal resources therein and as a way of contributing to the development of multimodal literacy in an ever changing educational landscape. Data description is based on multimodal transcription through an integrated method, which makes it possible to advance hypotheses about the interpretation of gestures in different contexts. The qualitative analysis will show various ways in which speech-synchronized gestures in the talks can contribute different (also simultaneous) ideational, interpersonal and textual meanings or metafunctions, especially when considered from a more global analytical perspective, viz. as repeated similar patterns over discourse chunks. Reference will also be made to Multimodal Critical Discourse Analysis as an overarching framework, as some of the patterns appear to have the potential not only to enhance cohesion but also to subtly emphasize emotional and value-laden meanings, thus pushing the highly persuasive discourse of this genre of talks forward.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"39 1","pages":"201 - 219"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2020.1826223","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47427820","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 : 2020-10-01DOI: 10.1080/1051144X.2020.1826220
Volker Eisenlauer
Abstract Because innovations in media technologies affect all aspects of our daily lives, multimodal and computational literacies are becoming increasingly important as a way to empower English as a Foreign Language (EFL) learners in their second language practices. Content-sharing platforms, such as YouTube, provide instant access to authentic language environments in a wide variety of contexts. While many learners operate emergent software services intuitively and with great ease, their potential benefits for language learning remain widely unexplored. This paper examines multimodal and computational meaning-making practices in EFL contexts from a theoretical and empirical perspective. More specifically, it focuses on how competencies in multimodal meaning-making and software programming can be combined with the lexical approach to language learning when repurposing YouTube videos to teach English idioms and phrases. Based on a prototype language learning website designed and implemented by students at the University of Klagenfurt and improved by students from Bundeswehr University Munich, the paper identifies fundamental literacy skills required for a critical and self-determined application of software services in English language classrooms in terms of four emergent digital meaning-making practices: multilinear choices, multimodal meaning-making, data curation and procedural reasoning. The prototype language learning website that evolved as part of this project can be accessed at www.lingo.farm.
{"title":"The EFL-YouTube remix: Empowering multimodal and computational literacies for EFL purposes","authors":"Volker Eisenlauer","doi":"10.1080/1051144X.2020.1826220","DOIUrl":"https://doi.org/10.1080/1051144X.2020.1826220","url":null,"abstract":"Abstract Because innovations in media technologies affect all aspects of our daily lives, multimodal and computational literacies are becoming increasingly important as a way to empower English as a Foreign Language (EFL) learners in their second language practices. Content-sharing platforms, such as YouTube, provide instant access to authentic language environments in a wide variety of contexts. While many learners operate emergent software services intuitively and with great ease, their potential benefits for language learning remain widely unexplored. This paper examines multimodal and computational meaning-making practices in EFL contexts from a theoretical and empirical perspective. More specifically, it focuses on how competencies in multimodal meaning-making and software programming can be combined with the lexical approach to language learning when repurposing YouTube videos to teach English idioms and phrases. Based on a prototype language learning website designed and implemented by students at the University of Klagenfurt and improved by students from Bundeswehr University Munich, the paper identifies fundamental literacy skills required for a critical and self-determined application of software services in English language classrooms in terms of four emergent digital meaning-making practices: multilinear choices, multimodal meaning-making, data curation and procedural reasoning. The prototype language learning website that evolved as part of this project can be accessed at www.lingo.farm.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"39 1","pages":"149 - 166"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2020.1826220","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43256980","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 : 2020-10-01DOI: 10.1080/1051144X.2020.1826218
Nóra Wünsch-Nagy
Abstract University students are often expected to interpret and produce multimodal texts during their studies. However, their multimodal literacy is rarely developed explicitly and students often lack the language and the knowledge to talk and write about multimodal experiences. Such expectations demand knowledge and skills to approach multimodal texts in written and spoken discourse. To explore the educational potential of artworks, museum exhibitions and other multimodal texts in language development, I designed a course for undergraduate English Studies students at a Hungarian university. The course called ‘Making Meaning with Visual Narratives’ was aimed at English language teacher trainees and English Studies students. Data collected during the courses comprise writing tasks, questionnaires, multimodal texts, and my teaching notes. Based on the qualitative content analysis of the data, I demonstrate the impact of image-based language development tasks on conceptual development. Both the research design and its implementation in pedagogical practice draws on social semiotic multimodal analysis, theories of literacy pedagogy and sociocultural theory.
{"title":"Multimodal literacy development in a higher education English Studies classroom","authors":"Nóra Wünsch-Nagy","doi":"10.1080/1051144X.2020.1826218","DOIUrl":"https://doi.org/10.1080/1051144X.2020.1826218","url":null,"abstract":"Abstract University students are often expected to interpret and produce multimodal texts during their studies. However, their multimodal literacy is rarely developed explicitly and students often lack the language and the knowledge to talk and write about multimodal experiences. Such expectations demand knowledge and skills to approach multimodal texts in written and spoken discourse. To explore the educational potential of artworks, museum exhibitions and other multimodal texts in language development, I designed a course for undergraduate English Studies students at a Hungarian university. The course called ‘Making Meaning with Visual Narratives’ was aimed at English language teacher trainees and English Studies students. Data collected during the courses comprise writing tasks, questionnaires, multimodal texts, and my teaching notes. Based on the qualitative content analysis of the data, I demonstrate the impact of image-based language development tasks on conceptual development. Both the research design and its implementation in pedagogical practice draws on social semiotic multimodal analysis, theories of literacy pedagogy and sociocultural theory.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"39 1","pages":"167 - 184"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2020.1826218","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46662804","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 : 2020-10-01DOI: 10.1080/1051144X.2020.1826224
Volker Eisenlauer, Styliani Karatza
Today’s communicative practices are increasingly characterized by a shift from verbal to visual modes of expression that take shape in emerging genres and media formats. While the importance of vis...
{"title":"Multimodal literacies: Media affordances, semiotic resources and discourse communities","authors":"Volker Eisenlauer, Styliani Karatza","doi":"10.1080/1051144X.2020.1826224","DOIUrl":"https://doi.org/10.1080/1051144X.2020.1826224","url":null,"abstract":"Today’s communicative practices are increasingly characterized by a shift from verbal to visual modes of expression that take shape in emerging genres and media formats. While the importance of vis...","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"39 1","pages":"125 - 131"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2020.1826224","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45973082","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 : 2020-10-01DOI: 10.1080/1051144X.2020.1828675
G. Diani, A. Sezzi
Abstract Nowadays, knowledge dissemination among children is no longer limited to the classroom and course or information books. It also includes websites explicitly addressed to youngsters who have a different stage of cognitive development and background knowledge compared to adults. However, they are also the first to live in today’s multimodal hypertext environment and have a multimodal and multimedial communicative competence. In web-based educational hypermedia, education and entertainment often converge, relying on different semiotic resources. In point of fact, the term ‘edutainment’ is frequently used to describe such a combination. Edutainment websites are also one of the main accesses to science for children. In particular, explanations of scientific phenomena are frequently intertwined with different kinds of visual material, partly evoking science books. The aim of this paper is to shed light on the verbal-visual interplay in three scientific websites designed for children in English, whose express aim is to popularize scientific knowledge.
{"title":"Scientific websites for children: Nurturing children’s scientific literacy through the conflation of multiple semiotic resources","authors":"G. Diani, A. Sezzi","doi":"10.1080/1051144X.2020.1828675","DOIUrl":"https://doi.org/10.1080/1051144X.2020.1828675","url":null,"abstract":"Abstract Nowadays, knowledge dissemination among children is no longer limited to the classroom and course or information books. It also includes websites explicitly addressed to youngsters who have a different stage of cognitive development and background knowledge compared to adults. However, they are also the first to live in today’s multimodal hypertext environment and have a multimodal and multimedial communicative competence. In web-based educational hypermedia, education and entertainment often converge, relying on different semiotic resources. In point of fact, the term ‘edutainment’ is frequently used to describe such a combination. Edutainment websites are also one of the main accesses to science for children. In particular, explanations of scientific phenomena are frequently intertwined with different kinds of visual material, partly evoking science books. The aim of this paper is to shed light on the verbal-visual interplay in three scientific websites designed for children in English, whose express aim is to popularize scientific knowledge.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"39 1","pages":"273 - 291"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2020.1828675","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47175869","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 : 2020-04-02DOI: 10.1080/1051144X.2020.1750809
Dana Statton Thompson, Stephanie Beene
Abstract Visual literacy has evolved alongside information literacy and media literacy, reflecting social, technological, and cultural changes. Rapidly advancing technology, multimodal access to information and disinformation, and political rhetoric increasingly impact the perception, trust, and use of visual media. These broader technological and cultural shifts also change what it means to be a visually literate individual in the twenty-first century. Although much has been written about visual literacy, there is very little that reviews scholarship that uses the 2011 ACRL Visual Literacy Competency Standards for Higher Education. Through an analysis of 196 articles published from 2011 to 2019, this study examines how the standards, which outline visual literacy competencies for learners in the twenty-first century, have been used since their adoption, by whom, and for what purposes. This study unveils an emerging shift in the paradigm of visual literacy scholarship. Abbreviations: ACRL: Association of College and Research Libraries; Visual Literacy Standards: Visual Literacy Competency Standards for Higher Education; the Standards: Information Literacy Competency Standards for Higher Education; the Framework: Framework for Information Literacy for Higher Education.
{"title":"Uniting the field: using the ACRL Visual Literacy Competency Standards to move beyond the definition problem of visual literacy","authors":"Dana Statton Thompson, Stephanie Beene","doi":"10.1080/1051144X.2020.1750809","DOIUrl":"https://doi.org/10.1080/1051144X.2020.1750809","url":null,"abstract":"Abstract Visual literacy has evolved alongside information literacy and media literacy, reflecting social, technological, and cultural changes. Rapidly advancing technology, multimodal access to information and disinformation, and political rhetoric increasingly impact the perception, trust, and use of visual media. These broader technological and cultural shifts also change what it means to be a visually literate individual in the twenty-first century. Although much has been written about visual literacy, there is very little that reviews scholarship that uses the 2011 ACRL Visual Literacy Competency Standards for Higher Education. Through an analysis of 196 articles published from 2011 to 2019, this study examines how the standards, which outline visual literacy competencies for learners in the twenty-first century, have been used since their adoption, by whom, and for what purposes. This study unveils an emerging shift in the paradigm of visual literacy scholarship. Abbreviations: ACRL: Association of College and Research Libraries; Visual Literacy Standards: Visual Literacy Competency Standards for Higher Education; the Standards: Information Literacy Competency Standards for Higher Education; the Framework: Framework for Information Literacy for Higher Education.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"39 1","pages":"73 - 89"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2020.1750809","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48368700","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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