Inquiry Graphics in Higher Education

Beschreibung

This book introduces the concept of Inquiry Graphics, which positions graphics as significant and integrated tools of inquiry in higher education teaching and research. Simply put, the book explores the nuances of thinking and learning with digital images as types of graphics. Although the amount of images in modern life is overwhelming, they have been scarcely explored and understood as integral to concept and knowledge development within higher education practice. This book reflects on why and how digital photographs can be adapted and used in teaching and research contexts. It provides practical examples and applications, as well as theoretical foundations, building on a range of perspectives, such as Peircean triadic sign and approaches to conceptual development. Ultimately, it builds on diverse approaches to make a case for exploring knowledge and analysing concepts and images in a non-dualist and pluralist manner. This unique book will appeal to scholars and students in educationstudies and educational research, media and communication, and anyone interested in applied semiotics, visual and multimodal pedagogy and learning.

Introduces the concept of Inquiry Graphics, positioning graphics as important tools of inquiry in higher edcuation Examines how graphics can be utilised in a range of teaching and research contexts Champions the exploration of knowledge in pluralist manner, building on various theoretical concepts

Autor*in

Nataša Lacković

Themen in »Inquiry Graphics in Higher Education«

Edusemiotics Critical Pedagogy Critical Theory in Education Multimodality Visual Research Methods Inquiry graphics in education Image language pluralism Digitalised Higher Education Peirce learning and instruction

Stimmen zu »Inquiry Graphics in Higher Education«

“Nataša Lacković has further established herself as one of the leaders of the emerging generation of edusemiotic scholars, though readers from well beyond the boundaries of this specialist field will draw much of value from Inquiry Graphics in Higher Education. I think this is a very well argued and well written book that makes a very significant contribution theoretically and deserves to make a significant practical impact.” (Andrew Stables†, University of Roehampton, UK) 
“Taking an approach where HE communities are ‘interpreters of communication messages’, Lacković positions this book as a response to the forms of conceptual development in education that are ‘perceived in opposition to images and senses’. In a context where so much of HE learning activities are evaluated through narrow socially constructed policy frameworks, it feels liberating to take a pause to consider how graphics and digital photos externalise students’ thinking in postdigital learning contexts. By treating semiotic engagements as ‘relational, processual, pluralistic and multimodal’, the book takes a powerful stride forward to fill a gap where more design-based and action research projects (that focus on micro-practices and empirical analysis) could be said to be lacking.” (Sarah Hayes, Aston University, UK)

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