Examining intersections between visual literacy and digital technologies in English language programs for higher education

Villamizar, Andrés Gabriel

doi:10.1080/1051144x.2018.1522089

Cited by 6 publications

(7 citation statements)

References 31 publications

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“…Performing arts encompass various artistic disciplines, such as theater, dance, music, visual arts, literature, and more, strongly emphasizing aesthetics and a multidimensional artistic experience. The relationship between performing arts and advertisements shows particularly, entertaining performances, due to their inherent nature of amusing, have experienced a rapid development with an orientation toward profit [16]. However, they are also presented as complementary elements in marketoriented urban societies (industries) and leisure activities in rural communities.…”

Section: The Role Of Moving Images In the Limited Realm Of Artmentioning

confidence: 99%

The Parodical Aspect of Television Moving Images: An Integration of Performance and Public Education

Marsudi,

Sampurno,

Kusumandyoko

et al. 2023

Advances in Social Science, Education and Humanities Research

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The ever-evolving world is accompanied by advancements in various fields, including technology, art, and education. The categorization given to the arts poses a challenge, leading to a diminished perception of their significance. Teachers often feel that their comfort does not align with the "unsung hero" label, mainly due to linear thinking closely tied to categorization and comfort. Technology is one of the rapidly progressing fields. It is worthwhile for educators to explore new teaching methods by leveraging one of the ubiquitous technological phenomena in daily life: television commercials. Often considered non-artistic, these commercials showcase complex performance art that can serve as an effective and efficient teaching method for performing arts through their parodic design. The focus of this research is to describe the benefits of television advertisements as a source of art learning. This study employs a qualitative method through various literature reviews related to art education utilizing television advertisements. The findings of this research provide recommendations highlighting the importance of utilizing television advertisements as an effective and efficient means of art education.

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Section: The Role Of Moving Images In the Limited Realm Of Artmentioning

confidence: 99%

The Parodical Aspect of Television Moving Images: An Integration of Performance and Public Education

Marsudi,

Sampurno,

Kusumandyoko

et al. 2023

Advances in Social Science, Education and Humanities Research

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“…Interpreting images, objects, graphical representations, or actions is essentially a sense-making process where receivers construct meaning out ‘of anything visual, from paintings or drawings to sophisticated graphs and digitally created animations’ (Villamizar, 2018, p. 8) by identifying important information through an analysis of both present and omitted elements in an image (Hattwig et al, 2013), positioning visuals in their social, cultural and historical context, distinguishing their aesthetic and technical aspects, gauging accompanying textual information and validating this interpretation through dialogue with others (American Library Association, 2011). VL also entails evaluating the impact of visuals on audiences and the skills to discuss the underlying reasons behind the making of images (Villamizar, 2018), assess the accuracy and reliability of image sources, recognise persuasive techniques and their effect on image interpretation (American Library Association, 2011), and resist misinformation and manipulation by raising awareness of individuals’ ‘roles as cultural consumers’ (Blummer, 2015, p. 12).…”

Section: Visual Literacymentioning

confidence: 99%

Section: Visual Literacymentioning

confidence: 99%

“…Visuals are frequently regarded as complimentary to text (Baker, 2015; Villamizar, 2018). In fact, in the field of English language teaching in higher education, studies have revealed that the use of images aims to support words rather than hone students’ visual literacy, yielding a teaching ‘through images’ rather that ‘about images’ approach (Villamizar, 2018). Research also points to the tendency for students to produce superficial analyses of images such as advertisements, failing, for instance, to recognise famous figures and their contributions to global culture unless they are encouraged to embark on an information discovery process (Takaya, 2016).…”

Section: Visual Literacymentioning

confidence: 99%

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Deliberate training and incidental learning through the Autobiography of Intercultural Encounters through Visual Media: Capitalising on a European tool to enhance visual literacy and intercultural dialogue globally

García

Cores-Bilbao

2021

Language Teaching Research

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This article addresses visual literacy as a crucial competence for fostering intercultural literacy and intercultural dialogue. Visual literacy has been defined as a combination of skills needed to interpret the meaning of images, latent reasons behind their making and their impact on audiences. Individuals need to develop such skills to critically read the ‘vocabulary’ (content) and ‘grammar’ (composition) of images they are constantly flooded with to fully understand and appreciate the underlying meaning of visual representations of their own culture and other cultures, as well as the people belonging to different cultural groups. The Council of Europe’s Autobiography of Intercultural Encounters through Visual Media (AIEVM) has been designed to promote interculturality through the reflection on the other, as portrayed in visuals. By analysing AIEVMs produced by 18 adult learners of English in two contexts – featuring explicit intercultural training prior to AIEVM completion vs. its application without such previous input – the present study examines the impact of pertinent training in visual and intercultural competence development. The data suggest heightened levels of metacognition and critical thinking in the former context. Results for both groups also disclose the development of a powerful sense of self-discovery and empathy toward alterity, induced by the commonalities detected between the respondents themselves and the depicted. Overall, implementing the AIEVM seems to narrow the gap between the intercultural awareness discerned in both contexts, yet the dissimilar depth of the narratives produced corroborates the value of prior intercultural learning. The article concludes with a critical overview of the potential of the AIEVM, comprising prospective courses of action to supplement this instrument to sharpen users’ visual literacy and boost deeper intercultural reflection.

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“…Young people need to be able to critically engage with visual information they encounter in order to understand and interpret the intended communication. Without being visually literate, including the possession of a working vocabulary to describe their understanding, readers will consume visuals passively and without benefit (Emanuel & Challons-Lipton, 2013;Villamizar, 2018). In a study by Matusiak, Heinbach, Harper, and Bovee (2019) university students were asked to gather visual information for a task.…”

Section: Visual Literacymentioning

confidence: 99%

Teaching people to read comics: the impact of a visual literacy intervention on comprehension of educational comics

Golding

Verrier

2020

Journal of Graphic Novels and Comics

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Evidence suggests that children's abilities to comprehend information can vary, which may lead to miscommunication and impact on future life outcomes. Previous research suggests that visual literacy interventions may be helpful for children who need to interpret visual sources of information. Recently there has been renewed interest in the potential of comics as assistive tools in pedagogical settings, which are a highly visual medium. However, no research has yet investigated whether a visual literacy intervention can assist children in their comprehension of comics. The current experiment set out to determine if a visual literacy intervention constructed around comics would improve comprehension of educational comics in primary school children. The study consisted of a pre-and post-intervention procedure. Previous comic reading experience was included as a variable. In each session, comprehension and inferential understanding was assessed. Both comprehension and inferential understanding improved following the comics literacy intervention. These results demonstrate that visual literacy instruction can enhance comprehension of educational comics. Findings can be applied to educational settings and have potential for improving educational outcomes.

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Examining intersections between visual literacy and digital technologies in English language programs for higher education

Cited by 6 publications

References 31 publications

The Parodical Aspect of Television Moving Images: An Integration of Performance and Public Education

The Parodical Aspect of Television Moving Images: An Integration of Performance and Public Education

Deliberate training and incidental learning through the Autobiography of Intercultural Encounters through Visual Media: Capitalising on a European tool to enhance visual literacy and intercultural dialogue globally

Teaching people to read comics: the impact of a visual literacy intervention on comprehension of educational comics

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