1,721,028 research outputs found
Speed and Hyper-technology / Re-approaching Slowness in Knowledge
No full textThe growth of technologies introduced into contemporary societies
an acceleration in lifestyles: on a technical level (media, transport,
communication, production), a socio-relational level (institutions, family,
work), and emotional and physical levels (visual interactions, fitness). This
accelerated time produces more easier-to-establish relationships, but these
are also more fragile and ephemeral since they are entrusted to languages that
offer fast reciprocations in which the dialogue is impoverished and trivialized.
If mobility – physical and metaphorical – is the figure of contemporaneity,
then it must also be the path to follow in the search for a countertendency
that approaches understanding at a slower pace. The challenge is to use the
very addiction to technologies as space-time for knowledge education and
critical reflection on the different cultural expressions and claims that are
intertwined in the contemporary social fabric in order to recalibrate digital
and visual communication and focus on more human interactions
Background–Overview of international studies on visual languages and communication
Full text linkIn a world redundant of visual texts, it is reasonable to expect that many students may not be critical readers of images and visual information. Teaching visual literacy requires students and teachers to have a shared visual metalanguage (a shared, specialized terminology) that describes meaning. Access to a visual metalanguage may enable to accurately talk about how meaning is expressed in visual texts, in the same way that we use a language grammar system to talk about meaning created in written and spoken texts. A metalanguage requires a comparison of texts as well a discussion and identification of visual semiotic choices made to construct particular meanings. Visual literacy is an interdisciplinary, multidisciplinary and multidimensional area of knowledge. Different kinds of visuals may be applied in almost all subject matter areas and in different media. One should rather talk about “visual literacies” than visual literacy. Similar concepts are created in different places and at different times, named with different terms: diagrammatic literacy, digital visual literacy, graphical literacy and visual literacy are all terms representing concepts concerned with the ability to understand and work with visual representations. Visual language is not universal because pictures are not self-explanatory. Visual language usually needs verbal support. Images often function as information, but they are also aesthetic and creative objects that require additional levels of interpretation and analysis. Finding visual materials in text-based environments requires specific types of research skills. The use, sharing, and reproduction of visual materials also raise particular ethical and legal considerations. Visual literacies education challenges students to develop a combination of abilities related to information literacy, visual communication, interpretation, and technology and digital media use
Intercultural trespassing: Educational errancy between urban spaces and relational places
No full textImages of cities and invisible landscapes
Full text linkThe aim of the book is to present interdisciplinary research on visual production in contemporary urban public spheres, since visual communication is the main means of organizing habitat in cities and cultural landscapes. The analysis of urban visuality carried out in the book is not finite to material signs, such as images, but refers also to the symbolic framework of different cities, to a social structure linked to visual literacy skills within different cultures.
The detailed examination of the local productions of visual imagery from intercultural and comparative perspectives – within the United Kingdom, ex-Yugoslavia, Germany, Poland, the Czech Republic, Italy, and Kenya – allows a better understanding of the socio-economic features impacting the awareness of specific cultural heritages, and leads to new proposals for educational practices.
The book is divided into four parts: Part 1. Perceive, inhabit, understand, and transgress urban spaces. Visual readings between Kenya and Italy; Part 2. Intercultural perspectives on visual communication in urban settings in Europe and in Kenya; Part 3. Visuality in education and visual literacy; Part 4. Visual urban spaces in social-community life and marketing
Do not be seduced by images. A critical approach and a pedagogical perspective
No full textAiming to overarch fields of aesthetics, art, and complex cultural
phenomenology (Paci, 1965), I advocate critical rationalism to propose the
need for an interpretive grid in constant weaving. This grid is composed
of cultural history, semiotics, anthropology, and ethnography, as – because
of their methodological implantation – anthropology and ethnography play
an important role in reflection and the pedagogical theory in the current
multicultural setting characterizing our world, and in which, once again, the
image is able to unify or accentuate the differences
Interdigital Humans: Visual Codes, Mobility, and Relational Fragility
No full textThe intersections and interferences between human and digital mobility give rise to new paradigms devoted to speed, fragmentation, and change in the categories of time and space. Relationships are increasingly mediated by images and communication channels that do not necessarily provide feedback, defining, in fact, target subjects rather than active interlocutors. In this way, there is an impoverishment of meanings, a reduction of multiplicities, and a homologation of heterogeneities increasingly simplified by technological transparency and self-referential individualism.In today’s complex society, we can imagine scenarios of communication and permanence in aspects of life that envisage logics that are not exclusively linked to efficiency, and that allow us to rediscover the density of reciprocal ties, enhancing human opacity and the slowness of lived and narrated experiences. Therefore, in order to initiate dialogue between relational interdependencies, languages, and forms of communication, it is necessary to creatively remain in contexts and design times and spaces for listening and reviewing one’s self with others and in different situation
Living in multicultural families: Education, values and relationships in a globalized society
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