Thinking with Digital Images in the Post-Truth Era: A Method in Critical Media Literacy

Lacković, Nataša

doi:10.1007/s42438-019-00099-y

Cited by 39 publications

(19 citation statements)

References 35 publications

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“…Differences, inequalities and anxieties are also exacerbated semiotically in the postdigital realm via images since interpretation occurs at the nexus of social, emotional, economic and technological practices and meanings (Lacković 2020;Hurley 2019b). These issues raise questions about postdigital assemblages, which involve entanglements of human agency within matter, materialism, technologies and hypervisualities (Barad 2007;Haraway 1987).…”

Section: Postdigital Feminism and Cultural Visual Regimesmentioning

confidence: 99%

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Postdigital Feminism and Cultural Visual Regimes: Covid-19 at Women’s Only University in the Gulf

Hurley

2020

Postdigit Sci Educ

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Covid-19 At Women's Only University in the Gulf Transitioning to teaching online at a women's only university in the Gulf during the Covid-19 makes me, like millions of other university teachers globally, increasingly reflective. With the world in crisis, there is renewed focus on theoretical tensions within the postdigital condition, and my interest is in unique female insights and their positioning in postdigital theory and practice (Deepwell 2020). How does women's learning intersect across physical spaces, digital infrastructures and learning ecologies? Or is it perhaps somewhere else, across all of these, as well as in-between (Pyyhtinen and Suoranta 2020)? How do these online practices affect women from different cultures? What precisely does it mean to be postdigital if you are female (Jandrić et al. 2019)? How can a postdigital critical pedagogy be informed by feelings of love, kindness and compassion for learning, learners and one another, while hopefully keeping women employed (Petrilli 2017)? These questions were pertinent prior to Covid-19, they are particularly poignant now, and they are imperative for future development of postdigital feminist theory and practice.

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Section: Postdigital Feminism and Cultural Visual Regimesmentioning

confidence: 99%

“…Each of my children, in their own way, is engaging in 'Dopamine Escape' (Means 2020: 269). Through intense connections to the online sphere, they occupy postdigital bubbles of comfort in times of trouble (Lacković 2020). But I am distracted and shift focus.…”

mentioning

confidence: 99%

Postdigital Feminism and Cultural Visual Regimes: Covid-19 at Women’s Only University in the Gulf

Hurley

2020

Postdigit Sci Educ

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“…Desde então, tem sido possível constatar evidências da importância de fomentar discussões sobre tais circunstâncias na sociedade em geral. Como exemplos podemos citar: (i) eventos científicos cujo foco central são discussões sobre pósverdades (como a edição de 2019 da conferência da American Education Research Association, AERA); (ii) o fato de pesquisadores de diversas áreas de conhecimento estarem explorando o contexto de pós-verdades em suas produções científicas, por exemplo, nas áreas de Ciências (FUERTES-PRIETO et al, 2020;MCINTYRE, 2018;VAN CLEAVE, 2018), Comunicação (TORNERO et al, 2018), Educação (LACKOVIĆ, 2020;LIMA et al, 2019;LIMA;NASCIMENTO, 2020) e Política (FORD, 2019).…”

Section: Introductionunclassified

Mulheres nas Ciências como temática para uma Feira de Ciência: investigando perspectivas de estudantes do Ensino Médio relacionadas a algumas pós-verdades

Oliveira

Santos

Bicalho

et al. 2020

Cad. Bras. Ens. Fís.

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Na maioria das vezes, a estratégia de ensino baseada em Feiras de Ciências é vista como um evento que se resume à apresentação de trabalhos relacionados às disciplinas da área de Ciências feitos por estudantes, muitas vezes em espaços fora das salas de aula. Porém, perspectivas mais contemporâneas sugerem que tal estratégia seja compreendida como o desenvolvimento de processos integrados ao currículo escolar regular, de modo a promover o acesso a informações e à construção de conhecimentos em diferentes espaços, e resultando em situações de divulgação científica para a escola e a comunidade externa. Sob essa perspectiva, e considerando o contexto atual de ampla divulgação de pós-verdades, buscamos compreender o papel de uma Feira de Ciências com a temática Mulheres nas Ciências, desenvolvida em uma escola da Rede Estadual situada em uma grande cidade do Sudeste do Brasil, na relativização de “verdades” relacionadas a tal temática. Além disso, buscamos investigar as contribuições da participação na mesma para alguns estudantes participantes, entrevistados no dia da divulgação dos resultados para a comunidade externa, em termos de formação de opiniões públicas sobre ciências. Os resultados indicam que Feiras de Ciências podem contribuir para o aprendizado e a tomada de consciência de estudantes sobre pós-verdades frequentes na sociedade atual.

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“…See[54] for a PSC-production, signification, consumption-critical media literacy pedagogical model;[93,94] for an inquiry media model with graphic types of information;[11] for an example of sustainability literacy practice in science education.…”

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confidence: 99%

A “Strong” Approach to Sustainability Literacy: Embodied Ecology and Media

2021

Self Cite

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This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites bridging biosemiotics with critical media literacy, in pursuit of a strong, integrated sustainability literacy. The need for such a construal of literacy can be observed in recent scholarship on embodied cognition, education, media and bio/eco-semiotics. By (1) construing the environment as semiosic (Umwelt), and (2) replacing the notion of text with model, we develop a theory of literacy that understands learning as embodied/environmental in/across any mediality. As such, digital and multimedia learning are deemed to rest on environmental and embodied affordances. The notions of semiotic resources and affordances are also defined from these perspectives. We propose that a biosemiotics-informed approach to literacy, connecting both eco- and critical-media literacy, accompanies a much broader scope of meaning-making than has been the case in literacy studies so far.

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Thinking with Digital Images in the Post-Truth Era: A Method in Critical Media Literacy

Cited by 39 publications

References 35 publications

Postdigital Feminism and Cultural Visual Regimes: Covid-19 at Women’s Only University in the Gulf

Postdigital Feminism and Cultural Visual Regimes: Covid-19 at Women’s Only University in the Gulf

Mulheres nas Ciências como temática para uma Feira de Ciência: investigando perspectivas de estudantes do Ensino Médio relacionadas a algumas pós-verdades

A “Strong” Approach to Sustainability Literacy: Embodied Ecology and Media

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