Learning and experienceAesthetics of multimodal texts in Higher Education

  1. Ramirez Garrido, Juan 1
  2. Hernández-León, Elodia 1
  3. Figueroa-Sandoval, Beatriz 2
  4. Aillon-Newman, Mariana 2
  1. 1 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

  2. 2 Universidad de Concepción
    info

    Universidad de Concepción

    Concepción, Chile

    ROR https://ror.org/0460jpj73

Revista:
Digital Education Review

ISSN: 2013-9144

Ano de publicación: 2018

Título do exemplar: No 33 (2018): Number 33, June 2018

Número: 33

Páxinas: 170-184

Tipo: Artigo

DOI: 10.1344/DER.2018.33.170-184 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Digital Education Review

Obxectivos de Desenvolvemento Sustentable

Resumo

This paper invites readers to reconsider the role of Art in the learning of social sciences in higher education based on the ability of the arts to promote understanding among students about their world of life.The new pathways opened up by multimodality offer access to vast repositories of images such as Flickr (Davies, 2007; Castañeda, 2009), and museums that exhibit high quality reproductions of their art collections (Google Art Project). Furthermore, students can express themselves by combining their own images with text (multiliteracies –The New London Group, 1996; Leander, K & Boldt, G., 2012). Multimodal literacy represents a powerful tool to observe and record of all kinds of interesting events for social science students that can be shared and debated on social media. Moreover, following John Dewey (1980) about aesthetic experience, the new form of literacy, as result of combining imagens and texts, represents an excellent way to trigger sensible and aesthetic feelings.

€ Ver financiamento

Información de financiamento

This research has been conducted within the Innovation and Teaching Development Plan of Universidad Pablo de Olavide, Seville. It is part of the Action 2 programme: “Projects aimed at the design and application of new teaching and assessment methodologies, focusing primarily on training in competencies”.

Financiadores

  • Universidad de Pablo Olavide Spain

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Fonte de datos: Dialnet