Narrative voices in Ismet Prcić’s memoir/novel “Shards” are many; this article primarily focuses on what we refer to as the voice of the “silenced narrator” that appears to speak from a deep (“s ubdiegetic”) narrative level shaped by the unconscious workings of traumatic experience. Starting from psychological insights into traumatic states (Elbert and Schauer, Hunt, Crossley, etc.) and tracing the encoded symptoms of this illness across the text, the discussion moves on to a theoretical level to investigate notions proposed by authors such as Genette (to discuss narrative levels), Ricœur (in examining the construction of self), Caruth (in evaluating narrative implications of the literary voicing of trauma), Antonio Damasio (in exploring the source and the nature of the trauma-related destruction of the narratively voiced “I”), and others. These are used to establish the concept of a narrative subject whose voice emerges from the deep zone of their “proto-self” (Damasio), to be weaved into a distinctive narrative form that we will refer to as “proto-narrative.”

Neurokognitivna perspektiva primjenjuje se kao ishodište za prepoznavanje objektivnih uzroka poremećaja iz autističkog spektra, kao i komunikacijskih teškoća koje proizlaze iz samog poremećaja. To se ishodište nadograđuje kroz studiju slučaja praćenu posredstvom filmskog djela Temple Grandin redatelja Micka Jacksona. Upozorava se na sposobnost filmskog medija i kreativnih praksi da komunikacijske teškoće osoba s poremećajem iz autističkog spektra približe svijesti većine te da doprinese kvalitetnijem tretiranju pacijenata, kao i prevladavanju društvenih predrasuda, unapređivanju kvalitete komunikacije te višem stupnju integracije osoba s poremećajem iz autističkog spektra u sferu socijalne stvarnosti

The notion of literacy is traced across the historical evolution of the phenomenon, and special emphasis is placed on the planes and modalities of its application. The key perspectives hereby examined are the following: 1) cognitive perspective, 2) cultural/social perspective, and 3) rhetorical perspective. While primarily focusing on the notion of digital literacy, the paper also examines the relatable notions of visual literacy, media literacy, reading literacy, and orality. The key premises, leaning on the works of Kress, Cytowic, Meyrowitz, Manovich, Jakobson, Ong, etc. are examined, revised, and used to offer different yet complementary perspectives on the meaning(s) of literacy applicable in the contemporary digital context.