{"id":3563,"date":"2024-06-10T16:23:55","date_gmt":"2024-06-10T13:23:55","guid":{"rendered":"https:\/\/ece.uth.gr\/?page_id=3563"},"modified":"2024-07-10T20:21:42","modified_gmt":"2024-07-10T17:21:42","slug":"2nd-semester-visual-literacy","status":"publish","type":"page","link":"https:\/\/ece.uth.gr\/en\/studies\/postgraduate-studies\/postgraduate-programme\/2nd-semester-visual-literacy\/","title":{"rendered":"2nd Semester &#8211; Visual Literacy"},"content":{"rendered":"<p><strong>ECTS Units<\/strong>: 6<\/p>\n<p><strong>Professor<\/strong>: <a href=\"https:\/\/ece.uth.gr\/en\/person\/tentolouris-filippos\/\">Tentolouris Filippos<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>1. COURSE CODE S2-X<\/strong><\/p>\n<p>SEMESTER OF STUDY A&#8217;<\/p>\n<p>COURSE TITLE<\/p>\n<p>VISUAL LITERACY<\/p>\n<p>SELF-ENDED TEACHING ACTIVITIES<\/p>\n<p>WEEKLY<\/p>\n<p>TEACHING HOURS 3<\/p>\n<p>CREDIT UNITS 6<\/p>\n<p>COURSE TYPE MANDATORY<\/p>\n<p>PREREQUISITE COURSES: LANGUAGE OF INSTRUCTION AND EXAMINATION: GREEK<\/p>\n<p>THE COURSE IS OFFERED TO ERASMUS STUDENTS<\/p>\n<p>COURSE WEBSITE (URL)<\/p>\n<p><a href=\"https:\/\/eclass.uth.gr\/modules\/auth\/courses.php\" target=\"_blank\" rel=\"noopener\">https:\/\/eclass.uth.gr\/modules\/auth\/courses.php<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>2. LEARNING OUTCOMES<\/strong><\/p>\n<p>Learning results<\/p>\n<p>Upon successful completion of the course, students will be able to:<\/p>\n<ul>\n<li>To understand the concept and importance of multimodality in modern communication.<\/li>\n<li>To recognize the contribution of various semiotic modes in the formation of meaning in multimodal texts.<\/li>\n<li>To analyze the figurative part of multimodal texts.<\/li>\n<li>To compare and evaluate the figurative part of young children&#8217;s multimodal texts.<\/li>\n<\/ul>\n<p>General Skills<\/p>\n<ul>\n<li>Search, analysis and synthesis of data and information, using the necessary technologies<\/li>\n<li>Autonomous work<\/li>\n<li>Project planning and management<\/li>\n<li>Exercise criticism and self-criticism<\/li>\n<li>Promotion of free, creative and inductive thinking<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>3. COURSE CONTENT<\/strong><\/p>\n<p>The concept of multimodality<\/p>\n<p>Theoretical and epistemological assumptions of multimodality<\/p>\n<p>Image, color and typography as semiotic resources<\/p>\n<p>The relationship between image and written word<\/p>\n<p>Axes of analysis of toddlers&#8217; multimodal texts<\/p>\n<p>Frameworks for evaluating children&#8217;s multimodal texts<\/p>\n<p>&nbsp;<\/p>\n<p><strong>4. TEACHING AND LEARNING METHODS &#8211; ASSESSMENT<\/strong><\/p>\n<p><strong>DELIVERY METHOD<\/strong><\/p>\n<p>Face to face<\/p>\n<p>&nbsp;<\/p>\n<p><strong>USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES<\/strong><\/p>\n<p>Using PowerPoint<\/p>\n<p>Posting the course material in the e-class<\/p>\n<p>&nbsp;<\/p>\n<p><strong>TEACHING ORGANIZATION<\/strong><\/p>\n<p>Seminar:<\/p>\n<p>Semester Workload<\/p>\n<p>Presentation of concepts (short lectures) 25<\/p>\n<p>Multimodal Text Analysis Reflection Activities 100<\/p>\n<p>Work preparation 25<\/p>\n<p>Total Course<\/p>\n<p>(25 workload hours per credit unit)<\/p>\n<p>150<\/p>\n<p>&nbsp;<\/p>\n<p><strong>STUDENT EVALUATION<\/strong><\/p>\n<p>Summative Assessment: submission of an individual assignment<\/p>\n<p>&nbsp;<\/p>\n<p><strong>5. RECOMMENDED-BIBLIOGRAPHY<\/strong><\/p>\n<p>Suggested Bibliography:<\/p>\n<p>&#8211; Related scientific journals:<\/p>\n<p>1.Apostolou, Z. &amp; M. Kondyli (2011). &#8220;Multimodality&#8221; 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.<\/p>\n<p>2. Giannikopoulou, A. &amp; M. Papadopoulou (2004). The image of the written message in children&#8217;s reading texts: examples from books, newspapers, comics and written contexts. In Papoulia-Zelepi, P. &amp; E. Tafa (Eds.). Language and Literacy in the New Millennium. Athens: Greek Letters.<\/p>\n<p>3. Goria, S. &amp; M. Papadopoulou (2011). Multimodal texts in kindergarten: The case of maps. In Pourkos, M. &amp; E. Katsaros (Eds.). Experience, transfer and multimodality: applications in communication, education, learning and cognition. Islands.<\/p>\n<p>4. Chondolidou, E. (1999). Introduction to the concept of multimodality, Linguistic Computer, 1, 115-118.<\/p>\n<p>5. Jewitt, C. &amp; G. Kress (2003). Multimodal literacy. Peter Lang.<\/p>\n<p>6. Kress, G. &amp; T. van Leeuwen (1996). Reading Images: The Grammar of Visual Design. Routledge.<\/p>\n<p>7. Kress, G. &amp; T. van Leeuwen (2001). Multimodal discourse: the modes and media of contemporary communication. Arnold.<\/p>\n<p>8. Kress, G., Jewitt, C., Ogborn, J. &amp; C. Tsatsarelis (2001). Multimodal teaching and learning: The rhetorics of the science classroom. Continuun.<\/p>\n<p>9. van Leeuwen, T. (1998). It Was Just Like Magic &#8211; A Multimodal Analysis of Children&#8217;sWriting, Linguistics and Education, 10(3), 273 -305.<\/p>\n<p>10. Walsh, M. (2003). Reading pictures: What do they reveal? Young children&#8217;s reading of visual texts. Literacy, 37(3), 123-130.<\/p>\n<p>Journal of Visual Literacy<\/p>\n<p>https:\/\/www.tandfonline.com\/journals\/rjvl20<\/p>\n","protected":false},"excerpt":{"rendered":"<p>ECTS Units: 6 Professor: Tentolouris Filippos &nbsp; 1. COURSE CODE S2-X SEMESTER OF STUDY A&#8217; 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 &nbsp; 2. LEARNING OUTCOMES [&hellip;]<\/p>\n","protected":false},"author":192,"featured_media":188,"parent":2915,"menu_order":108,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-3563","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/pages\/3563","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/users\/192"}],"replies":[{"embeddable":true,"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/comments?post=3563"}],"version-history":[{"count":1,"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/pages\/3563\/revisions"}],"predecessor-version":[{"id":3564,"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/pages\/3563\/revisions\/3564"}],"up":[{"embeddable":true,"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/pages\/2915"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/media\/188"}],"wp:attachment":[{"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/media?parent=3563"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}