The evolution of digital technologies and the use of visual media in our everyday life highlights the necessity to educate visually literate individuals. The Organisation for Economic Co-operation and Development (OECD, 2018) has launched the Future of Education and Skills 2030 that emphasizes that due to the digitalization into all areas of life, digital and data literacy are considered to be core foundations and being literate in this context requires the ability to comprehend, interpret, use and create textual and visual information in various formats, contexts and for diverse purposes (making meaning based on encoding and decoding signs/sign systems). The concept of visual literacy has been studied for several decades, however, it is a relatively new study area within a digital environment in Latvian media and education context. By bringing attention to the practice and reporting students comprehension and competency within the domain of digital visual literacy, the author reports the findings of a study that examined the competence of the sub-domain of visual literacy, applying Inquiry Graphic (IG) as a framework for the analysis. The purpose of this paper is to contribute quantitative and qualitative data to the domain of visual literacy amongst the Riga Art and Media school final year students and conceptualize visual literacy in the process of digital education transformation, proposing further research on academic practice and pedagogical tools to improve a person’s visual literacy and visual media competence in a digital environment.
The research aims to analyze the characteristics of visual literacy as an incentive for digital social innovation in vocational education. Data analysis was performed using the Inquiry graphics (IG) framework to analyze visual (20 online photography book projects) communication messages and Qualitative Deductive Content analysis was used to analyze textual (interviews with 20 vocational students) messages. QSR NviVo 12 program was used for data processing. The research results reveal features of digital social innovations in students' projects and their significance in professional media education. The limitations of the research are that IG is merely a methodological and analytical tool and that applying semiotic approaches does not necessarily contribute to educational or vocational education theory or theoretical development but only to methods and teaching practice. The study results indicate the study's future directions regarding the binding of digital social innovation with global and research competence.
Personal and family albums created by Latvians in the period from 1939 until the 1950s are placed in a wider social and historical perspective by analyzing its content, as well as the individual intent to create it. This work explores photography album as a tool to organize memories and how historical, personal photography albums serve and interact as evidence of private as well as a public past. The research tries to prove the historical authenticity in two personal albums created by Latvians during the Second World War and the following years – a visual diary illustrating the imprisonment in the Soviet working camp in Siberia and a family album memorializing the way and life of the Latvian refugees in the Alt Garge camp, Germany. Two personal albums (currently stored at the archive of the Museum of Occupation of Latvia) have become objects of historical value and are an informative source for learning, analyzing and educating about historical events.
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