2nd Semester – Visual Literacy

ECTS Units: 6

Professor: Tentolouris Filippos

 

1. COURSE CODE S2-X

SEMESTER OF STUDY A’

COURSE TITLE

VISUAL LITERACY

SELF-ENDED TEACHING ACTIVITIES

WEEKLY

TEACHING HOURS 3

CREDIT UNITS 6

COURSE TYPE MANDATORY

PREREQUISITE COURSES: LANGUAGE OF INSTRUCTION AND EXAMINATION: GREEK

THE COURSE IS OFFERED TO ERASMUS STUDENTS

COURSE WEBSITE (URL)

https://eclass.uth.gr/modules/auth/courses.php

 

2. LEARNING OUTCOMES

Learning results

Upon successful completion of the course, students will be able to:

• To understand the concept and importance of multimodality in modern communication.
• To recognize the contribution of various semiotic modes in the formation of meaning in multimodal texts.
• To analyze the figurative part of multimodal texts.
• To compare and evaluate the figurative part of young children’s multimodal texts.

General Skills

• Search, analysis and synthesis of data and information, using the necessary technologies
• Autonomous work
• Project planning and management
• Exercise criticism and self-criticism
• Promotion of free, creative and inductive thinking

 

3. COURSE CONTENT

The concept of multimodality

Theoretical and epistemological assumptions of multimodality

Image, color and typography as semiotic resources

The relationship between image and written word

Axes of analysis of toddlers’ multimodal texts

Frameworks for evaluating children’s multimodal texts

 

4. TEACHING AND LEARNING METHODS – ASSESSMENT

DELIVERY METHOD

Face to face

 

USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES

Using PowerPoint

Posting the course material in the e-class

 

TEACHING ORGANIZATION

Seminar:

Semester Workload

Presentation of concepts (short lectures) 25

Multimodal Text Analysis Reflection Activities 100

Work preparation 25

Total Course

(25 workload hours per credit unit)

150

 

STUDENT EVALUATION

Summative Assessment: submission of an individual assignment

 

5. RECOMMENDED-BIBLIOGRAPHY

Suggested Bibliography:

– Related scientific journals:

1.Apostolou, Z. & M. Kondyli (2011). “Multimodality” in the kindergarten curriculum: Literacy or creativity? European Conference of the World Organization for Preschool Education (OMEP), Nicosia, Cyprus, 6-8 May 2011. Nicosia: O.M.E.P.

2. Giannikopoulou, A. & M. Papadopoulou (2004). The image of the written message in children’s reading texts: examples from books, newspapers, comics and written contexts. In Papoulia-Zelepi, P. & E. Tafa (Eds.). Language and Literacy in the New Millennium. Athens: Greek Letters.

3. Goria, S. & M. Papadopoulou (2011). Multimodal texts in kindergarten: The case of maps. In Pourkos, M. & E. Katsaros (Eds.). Experience, transfer and multimodality: applications in communication, education, learning and cognition. Islands.

4. Chondolidou, E. (1999). Introduction to the concept of multimodality, Linguistic Computer, 1, 115-118.

5. Jewitt, C. & G. Kress (2003). Multimodal literacy. Peter Lang.

6. Kress, G. & T. van Leeuwen (1996). Reading Images: The Grammar of Visual Design. Routledge.

7. Kress, G. & T. van Leeuwen (2001). Multimodal discourse: the modes and media of contemporary communication. Arnold.

8. Kress, G., Jewitt, C., Ogborn, J. & C. Tsatsarelis (2001). Multimodal teaching and learning: The rhetorics of the science classroom. Continuun.

9. van Leeuwen, T. (1998). It Was Just Like Magic – A Multimodal Analysis of Children’sWriting, Linguistics and Education, 10(3), 273 -305.

10. Walsh, M. (2003). Reading pictures: What do they reveal? Young children’s reading of visual texts. Literacy, 37(3), 123-130.

Journal of Visual Literacy

https://www.tandfonline.com/journals/rjvl20