Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "Multimodal Literacy" wg kryterium: Wszystkie pola

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-6 z 6
    Tytuł:
    Multimodal literacy, and the spectrum of communicative possibilities furnished by non-verbal devices
    Autorzy:
    Makaruk, Larysa
    Powiązania:
    https://bibliotekanauki.pl/articles/941677.pdf
    Data publikacji:
    2017
    Wydawca:
    Państwowa Wyższa Szkoła Zawodowa w Chełmie
    Tematy:
    verbal
    non-verbal
    multimodality
    literacy
    graphic
    werbalny
    niewerbalny
    multimodalność
    umiejętność
    graficzny
    Opis:
    In this article, consideration is given to the process of utilizing multimodal techniques in the process of producing communicative content. A brief overview is given to the principal categories of non-verbal devices and means that are studied in the field of multimodality, including some specific items which are included in those various classifications. Some attention is given to the manner in which the technological advances of the digital age have been interlinked with the proliferation of non-verbal devices in so many texts of various types to which individuals are exposed nowadays. A significant part of the article is devoted to the issue of multimodal literacy, both as reflected by the manner in which multimodal techniques are employed by the creators of content, and the manner in which recipients of this content are able, to varying degrees and for various reasons, to arrive at a perception of the message that is being conveyed.
    W niniejszym artykule rozważania skierowane są na proces praktycznego wykorzystania technik multimodalnych w trakcie tworzenia aktu komunikacji. W sposób skrótowy przedstawione są podstawowe kategorie narzędzi niewerbalnych oraz środków, które są przedmiotem rozważań w sferze multimodalności, w tym te, które zawarte są w przedstawionej klasyfikacji. Ponadto, uwaga skupiona jest na sposobie, w jaki następuje technologiczny rozwój cyfryzacji w połączeniu z procesem proliferacji środków niewerbalnych widocznych w wielu różnorodnych tekstach, spreparowanych dla odbiorcy. Znaczna część artykułu poświęcona jest przypadkowi multimodalnej sprawności, zarówno w odniesieniu do sposobu, w jaki multimodalne techniki są wykorzystywane przez twórców treści a także sposobu, w jaki odbiorcy tych treści są w stanie na odpowiednim poziomie zrozumienia odebrać zawarte w nich informacje.
    Źródło:
    Language. Culture. Politics. International Journal; 2017, 1; 37-53
    2450-3576
    2719-3217
    Pojawia się w:
    Language. Culture. Politics. International Journal
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Reception of Comics as a Multimodal Experience – Approaches to (Suitable) Writing Practices in German Secondary Schools
    Autorzy:
    Führer, Carolin
    Powiązania:
    https://bibliotekanauki.pl/articles/2031264.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    multimodal literacy
    comic
    aesthetic reading
    writing practices
    Opis:
    Beyond teaching practices that have treated comics and graphic novels principally as instruments of promoting reading until now, this article points out the multimodality and own aesthetic of this media. It therefore inquires more precisely into what a suitable multimodal aesthetic reception might look like in secondary school, that avoids a technologically determinative functional development and relates reading, writing, and designing to each other operationally. To this end, (previous) comprehension models for text-picture-integration are brought into focus, with reference to select findings on the research-based didactics of writing. This is supplemented by explorative analyses of how comics are really received in authentic writing lessons. The essay concludes with a combination of these perspectives to offer a point of view on bridging classroom practices and the findings regarding the reception to deal with current possibly neglected aspects of comics.
    Źródło:
    Filoteknos; 2020, 10; 410-424
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Not Just for Laughs – Using Comics to Burst the Fake-News Bubble
    Autorzy:
    Steuter, Erin
    Powiązania:
    https://bibliotekanauki.pl/articles/52494758.pdf
    Data publikacji:
    2023
    Wydawca:
    Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie
    Tematy:
    Comics
    Critical Media Literacy
    Educational Comics
    Fake News
    Graphic Novel
    Multimodal Literacy
    Opis:
    This research study presents an analysis of a pedagogical strategy for teaching university students how to apply critical media literacy skills to develop their ability to detect fake news. The goal of the study was to explore the potential advantages of using comics as medium to engage students, clarify complex content, and accelerate cognition. The empirical part of the paper provides a comprehensive account of this pedagogical strategy, outlining the design and implementation of the workshop, incorporating insights from critical media literacy literature, current examples of fake news, and graphic narrative approaches. In particular, the project engaged the students through the presentation of information about fake news with comicstyle graphic narratives and assessed their learning through their interaction and completion of creative dialogue within these narratives. The students showed a high level of engagement and helped peers navigate examples of fake news. They also demonstrated insights into the structural and economic factors that encourage fake news, including within the commercial news media. This study brings new insights and information on several issues related to media literacy practice in the academic context and emphasizes the relationship between communication and pedagogical studies. Adding comics to the critical media literacy toolkit shows promise in expanding techniques in the battle against fake news.
    Źródło:
    Media Literacy and Academic Research; 2023, 6, 1; 5-22
    2585-8726
    2585-9188
    Pojawia się w:
    Media Literacy and Academic Research
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Role of Illustration in Interpreting a Multimodal Literary Text
    Autorzy:
    Haramija, Dragica
    Batič, Janja
    Powiązania:
    https://bibliotekanauki.pl/articles/1969388.pdf
    Data publikacji:
    2018-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    illustration
    multimodal text
    interpretation of illustrated text
    visual literacy
    Opis:
    The objective of the study was to establish the impact of illustration on the reading and interpreting of a poem in the case when only one illustration is provided with the text. The research study involved 408 students of the Faculty of Education and Faculty of Arts. The students were divided into two groups, of which one was given the poem Učenjak (Scholar) written by Niko Grafenauer and illustrated by Lidija Osterc, while the other had the same poem illustrated by Marjan Manček. Both groups had to answer a number of questions regarding personal traits of the literary character, his appearance and the environment he lives in. The results showed that the illustrations had a significant impact on the interpretation of the physical features of the literary character and the environment he is set in. This in turn affected the understanding of the message of the poem.
    Źródło:
    The New Educational Review; 2018, 52; 195-205
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Transmigrant and immigrant preschool visual response to intergenerational multimodal storytelling
    Autorzy:
    Boivin, Nettie
    Powiązania:
    https://bibliotekanauki.pl/articles/1876101.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    intergenerational storytelling
    arts-based literacy
    visual discourse
    transmigrant
    Opis:
    Newly arrived (refugees, migrants, transmigrants, immigrants) children require a shiftin intergenerational storytelling. Intergenerational storytelling enables culturally and linguistically diverse emergent learners exposure to not only language but socio-cultural knowledge, values and practices. This study examines the intergenerational storytelling and art session held at a co-joined pre-school and elderly care home. There were 15 pre-school children aged 4-6, half of whom were newly arrived in Finland, and 4 Finnish elder storytellers. The theme of the project was to utilize everyday socio-cultural practices. The study used Pink’s visual semiotic and Kress’ multimodality for analysis. The research investigated two questions: 1) To what extent can intergenerational multimodal storytelling benefit transmigrant, immigrant community engagement and identity? 2) In a globalized world, how do children’s relationships with multimodalities create learning (language, socio-cultural practices)? Data was collected from qualitative pre - and post-session discussions from the six storytelling sessions, video recordings made by the participants, and multimodal artwork created by the children after each storytelling session. The results revealed transmigrant children engaged with components of stories that connected to their residency situation. Additionally, children represented themselves in the art as response to multimodal storytelling sessions. Interactive storytelling was effective means for socio-cultural interaction between pre-school children and elderly storytellers/people.
    Źródło:
    Edukacja Międzykulturowa; 2021, 14, 1; 67-81
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Visual culture and the style of college textbooks: a critical study
    Autorzy:
    MOLEK-KOZAKOWSKA, KATARZYNA
    Powiązania:
    https://bibliotekanauki.pl/articles/1008772.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet Opolski
    Tematy:
    visual culture
    multimodal analysis
    visual literacy
    textbook design
    Opis:
    This article aims at exploring and problematizing the role of visual designs, as applied in a selection of five popular recent college textbooks that introduce students to Cultural and Media Studies. It can be observed that academic textbooks are increasingly produced in alignment with the properties of contemporary visual culture. The article reviews some of these properties, focusing on the growing need for enhancing visual literacy. It presents the framework of multimodal analysis, as the textbook is co-constituted by verbal and visual modes, which are integrated through a common design. The analytic categories of multimodal analysis allow for a qualitative, yet systematic, examination of some compositional and semiotic resources that have been applied in textbooks. The analysis focuses on textbook typography, supra-textual organization, the number and choice of figures/tables/lists, the layout of pages, structure of chapter/section, and type and framing of visuals. This is followed by a function-oriented critical discussion of these stylistic properties and of the implications of certain compositional preferences for teaching/learning. The study identifies designs that result in diversifying and aestheticizing textbooks visually, as well as hierarchizing and objectivizing knowledge. While both advantages and disadvantages of currently popular designs can be found, attention is drawn to the fact that visually-enhanced designs might fail to engage students in critical reflection, simplify the issues, and divert attention from the merits of exposition/argument, particularly if students lack skills in visual literacy.
    Źródło:
    Stylistyka; 2013, 22; 233-249
    1230-2287
    2545-1669
    Pojawia się w:
    Stylistyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies