This article is a multi-authored experimental postdigital dialogue about postdigital dialogue. Fourteen authors were invited to produce their sections, followed by two author-reviewers who examined the article as a whole. Authors were invited to reflect on Petar Jandric's book Learning in the age of digital reason (2017) or to produce completely new insights. The article also contains a summary of book symposium on Learning in the age of digital reason held at the 2017 American Educational Research Conference (AERA). The authors are tentatively confident that this article produces more knowledge than the arithmetic sum of its constituent parts. However, they are also very aware of its limits and insist that their conclusions are not consensual or homogenous. As traditional forms of research increasingly fail to describe our current reality, they present this article as an experiment and a possible starting point for developing new dialogical research approaches fit for our postdigital reality.

Further conceptualisations are needed on students' actual engagement with and perceptions of Twitter for learning. A United Kingdom-based study with a cohort of Year1 Physiotherapy students is reported, identifying: 1) the frequency of student self-initiated use of social media (SM) and Twitter, and 2) perceptions of Twitter and factors that would discourage or facilitate students to use Twitter for learning. An optional Twitter learning activity was created for one module, but students opted not to contribute. Forty-three students were surveyed, and two focus groups held with 12 students. Results suggest the perceived role of Twitter to reinforce student knowledge and power subordination as opposed to leading users in disciplines or professions and act as a career/business tool. These are discussed and problematised, suggesting a 'digital information activation' (Dig-Info-Act) pedagogy with SM in HE, an orientation of acting upon SM information towards relevant change.Highlights: Student-reported uses of SM and Twitter for 'learning' is low; There were two main obstacles to contributing to Twitter: student use of technology for learning and students' perceptions of the Twitter platform; Students perceived Twitter in two dominant manners: as an employability tool and an SM tool for and led by celebrity-like, knowledgeable others, the Academic and Professional Twitterati (APT); Students adopted a 'subordinate' position to the APT; 'Twitter for learning' obstacles and enablers are here presented at a micro level and further development of a Digital Information Activation (Dig-Info-Act) Pedagogy is proposed, towards critical education and social change, as a way to pedagogically challenge student Twitter and SM subordination.

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This article introduces an "Inquiry Graphics" (IG) approach for multimodal, Peircean semiotic video analysis and coding. It builds on Charles Sanders Peirce's core triadic interpretation of sign meaning-making. Multimodal methods offer analytical frameworks, templates and software to analyse video data. However, multimodal video analysis has been scarcely linked to semiotics in/of education (edusemiotics), for the purpose of exploring higher education teaching-learning and settings. This article addresses the mentioned gap by introducing the IG approach, which links multimodality and edusemiotics primarily via Peirce's triadic sign. The article offers a step-by-step IG coding guide, examples and explanations. IG application can be expanded to video analysis across many fields, levels and subjects, within and beyond higher education research, nationally and internationally.

This article introduces a new method to support critical media literacy, learning and research in higher education. It acts as a response to an unprecedented profusion of visual information across digital media that contributes to the contemporary post-truth era, marked by fake news and uncritical consumption of the media. Whereas much has been written about the reasons behind and the character of the post-truth, less space has been dedicated to how educators could counteract the uncritical consumption of images from the perspective of semiotics. This article adopts a unique semiotic approach to address the stated gap. It discusses in depth the meaning making of pictures, digital photographs and material objects that photographs can embody. It does so by focusing on three aspects of a pictorial sign: (1) the materiality of its representation and representational elements, (2) its object (what the sign refers to) and (3) its descriptive interpretations. These three aspects inform the signification analysis within the proposed productionsignification-consumption (PSC) method, exemplified with digital photographs. Understanding and analysing images via the PSC method draw attention to how humans create, interpret, (re)use, consume and respond to online and offline communication signs. The method can contribute to the development of critical media literacy as an engagement with postdigital semiotics, much needed in an age of global ecological and social crises, uncertainty and fast consumption of digital content.