| 1. |
- Bodén, Ulrika, et al.
(författare)
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The construction of interactive and multimodal reading in school—a performative, collaborative and dynamic reading
- 2023
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Ingår i: Journal of Visual Literacy. - : Informa UK Limited. - 1051-144X .- 2379-6529. ; , s. 1-25
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to demonstrate how interactions between a Visual Analytics (VA) application and students shape an interactive and multimodal reading practice. VA is a technology offering support with analysing vast amounts of data through visualisations. Such information-rich interactive interfaces provide possibilities for students to gain insights, find correlations, and draw conclusions, but they also generate complexities concerning how to ‘read’ multimodal information on a screen. Inspired by Design-Based Research, interventions were designed and conducted in five social science secondary classrooms. The interactions between the VA application Statistics eXplorer and the students were video captured. A socio-material semiotic approach guides the analyses of how interactions between all actors (the interactive visualisations, the written text, the teachers, students, etc.) produce a reading network. The results show a reading characterised by being performative, collaborative, and dynamic. A combination of visuals and text supports the reading. However, visuals such as colour, highlighting and movement dominantly attract students’ attention, while written text often becomes subordinate and sometimes even ‘invisible’. Hence, this paper argues that it is vital for teachers to didactically support students’ visual reading skills.
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| 2. |
- Brante, Eva Wennås, 1961, et al.
(författare)
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Exploring the Impact of Contrasting Cases in Text and Picture Processing
- 2013
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Ingår i: Journal of Visual Literacy. - : Informa UK Limited. - 1051-144X .- 2379-6529. ; 32:2, s. 15-38
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.
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| 3. |
- Holsanova, Jana
(författare)
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Uncovering Scientific and Multimodal Literacy through Audio Description
- 2020
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Ingår i: Journal of Visual Literacy. - 1051-144X. ; 39:3-4, s. 132-148
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Tidskriftsartikel (refereegranskat)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 visualisations 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 analysed. 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 verbalising 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.
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| 4. |
- Karlsson Häikiö, Tarja, 1962
(författare)
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Challenges and changes in arts education in Sweden – visual communication, visual culture and visual competence in the syllabus for visual arts
- 2022
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Ingår i: Journal of Visual Literacy. - 1051-144X. ; 41:3-4, s. 201-223
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Tidskriftsartikel (refereegranskat)abstract
- The article problematizes conditions for visual arts education in Swedish compulsory school. This, by discussing the syllabus for visual arts (Sw. Bild) and through giving examples of teaching in the subject, based on interviews with visual arts teachers, carried out in connection with the production of two Assessment Guides on behalf of The National Agency for Education in 2012 and 2014. The subject visual arts are contextualized in relation to research in the subject field and the national evaluations in visual arts completed in 1992, 2003 and 2013. The research material is analyzed from a post-reflective perspective in relation to the 2011 syllabus (Lgr11) for visual arts, where visual communication and visual culture are central in defining the subject content. The research is further discussed in relation to the renewed syllabus for visual arts (Lgr22), operated in Swedish schools from school year 2022/2023, where a stronger emphasis emerges on visual competency. The syllabus and visual competency is discussed from a pre-reflective perspective and related to affiliated sub-competences defined by the European Network for Visual Literacy.
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| 5. |
- Nolan, J. Shaun
(författare)
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Visual thinking strategies as a pedagogical tool : initial expectations, applications, and perspectives in Denmark
- 2023
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Ingår i: Journal of Visual Literacy. - : Routledge. - 1051-144X. ; 42:3, s. 210-227
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Tidskriftsartikel (refereegranskat)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.
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| 6. |
- Pettersson, Rune
(författare)
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Circles, Triangles and Squares : Sacred Symbols in the Mayan Culture
- 1998
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Ingår i: Journal of Visual Literacy. - : Taylor and Francis Ltd.. - 1051-144X .- 2379-6529. ; 18:2, s. 137-148
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The circle and the triangle, as well as the square, are shapes that have b a very long time. There have always been circles and triangles in ou they have a the use of circles, triangles, and squares as sacred symbols in the old Mayan civilization. The paper also presents one of the oldest forms of mediated communication through moving images, the "moving picture" in Chichin Ilzd, Mexico.
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| 7. |
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| 8. |
- Stenliden, Linnéa, 1964-, et al.
(författare)
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Innovative Didactic Designs : visual analytics and visual literacy in school
- 2017
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Ingår i: Journal of Visual Literacy. - : Taylor & Francis. - 1051-144X. ; 37:3-4, s. 184-201
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Tidskriftsartikel (refereegranskat)abstract
- In a world of massively mediated information and communication, students must learn to handle rapidly growing information volumes inside and outside school. Pedagogy attuned to processing this growing production and communication of information is needed. However, ordinary educational models often fail to support students, trialing neither efficient tools such as visual analytics (VA) nor educational improvements via, for example, knowledge visualization (KV). This paper accordingly explores the facilitation and realization of teachers’ development of innovative didactic designs, that is, thoroughly conceived lesson plans in which VA and KV are combined in learning activities in school settings. The aim is to clarify vital components emerging in innovative didactic designs intended to support students’ visual literacy, knowledge construction and visualize knowledge. These components are central to better understanding future outcomes in classrooms where visual learning tools are applied. This design-based research emerged from a ‘teacher researcher team’ comprising 15 teachers and four researchers, VA, theory, etc. Actor network theory, applied in analyzing significant issues and developments, revealed that teachers were aware not only to concentrate learning how to use VA but also considering how students can demonstrate growing knowledge – a more challenging tasks than simply introducing VA for students and teachers.
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| 9. |
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| 10. |
- Wennås Brante, Eva, 1961-, et al.
(författare)
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Exploring the impact of contrasting cases in text and picture processing
- 2013
-
Ingår i: Journal of Visual Literacy. - 1051-144X. ; 32:2, s. 15-38
-
Tidskriftsartikel (refereegranskat)abstract
- Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.
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