Visual Literacy as a New Frontier of Digital Social Innovation

Abstract

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.