Exploring critical and visual literacy needs in digital learning environments: The use of memes in the EFL/ESL university classroom

Romero, Elena Domínguez; Bóbkina, Jelena

doi:10.1016/j.tsc.2020.100783

Cited by 23 publications

(12 citation statements)

References 34 publications

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“…Supporting the thoughts, three participants aspire that "We always require our students to create a short film as a final product for our Literature topic." Numerous educational practitioners have proposed the idea of creating a specific product as a manifestation of applied skills learning outputs [39], [40]. They argue that in this competitive job market, university graduates should be able to work independently; they should be able to generate various related self-employment opportunities through their innovative and creative skills and ideas.…”

Section: "Skills and Abilities To Create Various Interesting Efl Lear...mentioning

confidence: 99%

Researching professional English as a foreign language lecturer in the industry 4.0: A curriculum perspective

Habiburrahim

Akmal

Trisnawati

et al. 2022

IJERE

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<span lang="EN-US">The issue of professional English as a foreign language (EFL) lecturer in the industrial revolution 4.0 (IR 4.0) era has received considerable attention. However, very few studies on this subject have been conducted in Indonesia, particularly at State Islamic Universities. To address this gap, researchers conducted a qualitative study to examine how EFL lecturers maintain their professionalism in the IR 4.0 era and the curriculum approach that best meets current teaching and learning needs. The researchers applied a purposive sampling approach in selecting the participants for this study. There were 11 EFL lecturers from a state Islamic university in Banda Aceh, Indonesia chosen to participate in this study. The findings of this study indicate that EFL lecturers must continue to learn and improve their digital and technological competency in order to maintain their professionalism. In terms of curriculum approach, EFL lecturers believe that taking an interdisciplinary approach and providing more opportunities for students to focus on applied skills are essential parts of their teaching professionalism in the IR 4.0 era. </span>

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Section: "Skills and Abilities To Create Various Interesting Efl Lear...mentioning

confidence: 99%

Researching professional English as a foreign language lecturer in the industry 4.0: A curriculum perspective

Habiburrahim

Akmal

Trisnawati

et al. 2022

IJERE

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“…The historical objects which have the quality of visual evidence have an important place in history education, being the visual materials one of the most effective tools in developing the students' understanding, as pointed out by Graff (Graff, cited by Dilek, 2009, p. 668). Using visual aids in the History lesson can be, as we said, an asset for both the teacher and students, promoting self-reflection (Rodrigues, n.d.), and teachers need digital resources that promote the application of different techniques and activities to analyze visual elements in their classrooms in order to develop students' critical thinking and visual literacy skills (Romero & Bobkina, 2021). However, the resource must be thoroughly planned, as one must analyse to what extent does it efficiently support students' learning, to what extent it challenges them… in other words, pedagogical intention must be present every time a teacher prepares and uses a visual resource.…”

Section: Visual Literacy In the History Lessonmentioning

confidence: 99%

Digital exploration of the image in the Middle School History Lesson: didactic approaches

Pereira¹

2022

Proceedings of the 5th International Conference on New Trends in Teaching and Education

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Digital tools are part of the current teaching and learning landscape. Learners live not just surrounded, but rather imbedded in the digital world, they are knowledgeable about it, so students and teachers consider the virtual possibilities as assets towards a motivating educational experience. History education benefits enormously from developing new ways to attract, motivate and engage students, and digital tools applied to History are a powerful means to enable autonomy and drive in the learning community. Particularly in Middle school teaching, History is a fertile ground on which differentiating and enriching digital tools may be applied. Therefore, this presentation aims to provide an overview on the benefits of online pedagogical resources, as well as, and foremost, to present and showcase the main pedagogical digital tools that the Portuguese history educational textbooks and publishers are applying and developing: to make History 'alive', and be able to 'see' historic moments when they happened, to interact with primary images sources through the digital resources presented, may derive and foster the competencies of communication in History, analysis and evaluation, making the students take ownership of their learning process, all peaking the students' critical thinking which, in turn, will promote the holistic development in the subject of History.

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“…Scholars also have lots of research of teaching strategies of visual culture course, for instance, Zhang Shuyu considered that the thought of curriculum teaching design is embodied in three aspects: one is the combination of theoretical basis and practical experience in content, the second is the reasonable classification of the content module and guidance in structure, the third is formally highlighting the three-dimensional multimedia courseware (text + + project site) (Nie, 2020). Bao Yingying combined the domestic and foreign related research achievements of theory and practice of the flipped course, on the basis of hybrid learning, mastery learning and theory leaening using the designed research method to comprehensively analyze characteristics of both the course and the learners to arrange the flipped classroom of visual culture and to put it into action (Domínguez & Jelena, 2021). Zhao Huichen and others divided the integration of visual technology and curriculum into teaching resources, teaching behavior and teaching theory according to the three levels of culture including objects, behaviors and institutions, and carried out an analysis.…”

Section: Abstract Cohesive Subgroup Analysismentioning

confidence: 99%

Analysis of Hot Points and Topic Structure of Visual Culture Research in the Field of Education

Li¹,

Zhao²

2021

JSS

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Our study took 323 papers on visual culture in education field collected by CNKI as the research object. It extracted and counted the relevant data by Bicomb 2.0, and conducted cohesive subgroup analysis and co-occurrence analysis of key words by UCINET 6.0. Based on the analysis results, the knowledge map of visual culture research hotspots in the field of education is drawn. Finally, according to the data obtained above, the formal and content characteristics of the research literature are analyzed, which provides new ideas for the follow-up study of visual culture.

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Exploring critical and visual literacy needs in digital learning environments: The use of memes in the EFL/ESL university classroom

Cited by 23 publications

References 34 publications

Researching professional English as a foreign language lecturer in the industry 4.0: A curriculum perspective

Researching professional English as a foreign language lecturer in the industry 4.0: A curriculum perspective

Digital exploration of the image in the Middle School History Lesson: didactic approaches

Analysis of Hot Points and Topic Structure of Visual Culture Research in the Field of Education

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