International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2022, Vol. 17(4) 233-254

Turkish and Italian University Students’ Views on Visual Literacy

Gamze Çelik

pp. 233 - 254   |  DOI:   |  Manu. Number: MANU-2203-14-0001.R1

Published online: December 05, 2022  |   Number of Views: 129  |  Number of Download: 261


The purpose of this study was to explore the Italian and Turkish students’ perceptions of their visual literacy ability. The study used the qualitative research methodology and interviews as the data collection tool. Purposeful sampling was used for sample selection. Descriptive analysis was selected as the analysis method since it was determined to be the most appropriate analysis method for the research. A semi-structured data collection tool was used. The study's sample consisted of thirty-two university students studying in Turkey and Italy. Turkish interviewees included sixteen university students who studied at Çanakkale Onsekiz Mart University in Turkey. Italy's sample also consisted of sixteen university students who studied at La Sapienza University in Italy. The study took into consideration equal gender representation. The findings indicate that neither Italian nor Turkish students received a course on visual literacy. According to the results, students utilised maps, graphs, slides, pictures, caricatures, movies, and timelines in their classes.

Keywords: Visual Literacy, Italy, Turkey, Qualitative Research

How to Cite this Article?

APA 6th edition
Celik, G. (2022). Turkish and Italian University Students’ Views on Visual Literacy . Educational Policy Analysis and Strategic Research, 17(4), 233-254. doi: 10.29329/epasr.2022.478.11

Celik, G. (2022). Turkish and Italian University Students’ Views on Visual Literacy . Educational Policy Analysis and Strategic Research, 17(4), pp. 233-254.

Chicago 16th edition
Celik, Gamze (2022). "Turkish and Italian University Students’ Views on Visual Literacy ". Educational Policy Analysis and Strategic Research 17 (4):233-254. doi:10.29329/epasr.2022.478.11.

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