Öz
This paper highlights the role of the integration of moving images, among which the film holds a predominant position, in the development of students‟ literacy skills. Twenty-one sixth-grade students who attend a state primary school in the city of Thessaloniki, northern Greece participated in the study. The materials used in the study consisted of a semi-structured interview, film trailers, film guides, “The Muppets” film as well as texts and images produced by students during the teaching intervention conducted in the language classroom. The data analysis shows that, in spite of the unfamiliarity of students with visual literacy practices in the classroom, as revealed through the pre-test phase, de-symbolization and interpretation skills of kineikonic information were successfully developed along with transcoding skills from one semiotic mode to another
Anahtar Kelimeler
moving image de-symbolization/transcoding skills visual arts visualization visual literacy
Kaynakça
- S.B. Heath & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (vol. II). Lawrence Erlbaum Associates. Kress, G. (2003). Literacy in the New Media Age. London: Routledge.
- Kress, G. (2005). Thinking about meaning and learning in a world of instability and multiplicity. Paper presented at the Redesigning Pedagogy: Research, Policy, Practice Conference. National Institute of Education, Singapore.
- Kress, G. (2008). Literacy in a multimodal environment of communication. In J. Flood, S.B. Heath & D. Lapp (Eds.),
- Research on Teaching Literacy Through the Communicative and Visual Arts (vol. II) Lawrence Erlbaum: New York. Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
- Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design. London: Routledge.
- Love, K. (2008). Literacy across the school subjects: A multimodal approach. In L. Unsworth (Ed.), Multimodal
- Semiotics: Functional Analysis in Contexts of Education. Continuum. Messaris, P. (2001). New Literacies in Action, Visual education. Retrieved April, 24, 2012 http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/action/messaris/index.html.
- Thibault M. & Walbert D. (2003). Learn NC. Reading images: An introduction to visual literacy Retrieved from http://www.learnnc.org/lp/pages/675 1 At all stages of the intervention where “reading” images (static or moving) was required, the educationally modeled metalanguage formulated by Kress & van Leeuwen (2006) was adopted.
Öz
Anahtar Kelimeler
Kaynakça
- S.B. Heath & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (vol. II). Lawrence Erlbaum Associates. Kress, G. (2003). Literacy in the New Media Age. London: Routledge.
- Kress, G. (2005). Thinking about meaning and learning in a world of instability and multiplicity. Paper presented at the Redesigning Pedagogy: Research, Policy, Practice Conference. National Institute of Education, Singapore.
- Kress, G. (2008). Literacy in a multimodal environment of communication. In J. Flood, S.B. Heath & D. Lapp (Eds.),
- Research on Teaching Literacy Through the Communicative and Visual Arts (vol. II) Lawrence Erlbaum: New York. Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
- Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design. London: Routledge.
- Love, K. (2008). Literacy across the school subjects: A multimodal approach. In L. Unsworth (Ed.), Multimodal
- Semiotics: Functional Analysis in Contexts of Education. Continuum. Messaris, P. (2001). New Literacies in Action, Visual education. Retrieved April, 24, 2012 http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/action/messaris/index.html.
- Thibault M. & Walbert D. (2003). Learn NC. Reading images: An introduction to visual literacy Retrieved from http://www.learnnc.org/lp/pages/675 1 At all stages of the intervention where “reading” images (static or moving) was required, the educationally modeled metalanguage formulated by Kress & van Leeuwen (2006) was adopted.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Haziran 2013 |
| Gönderilme Tarihi | 5 Ocak 2015 |
| Yayımlandığı Sayı | Yıl 2013 Cilt: 3 Sayı: 2 |
