Original article | Open Access
Educational Policy Analysis and Strategic Research 2022, Vol. 17(4) 233-254
Turkish and Italian University Students’ Views on Visual Literacy
pp. 233 - 254 | DOI: https://doi.org/10.29329/epasr.2022.478.11
Publish Date: December 05, 2022 | Number of Views: 363 | Number of Download: 515
Abstract
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
APA 7th edition
Celik, G. (2022). Turkish and Italian University Students’ Views on Visual Literacy. Educational Policy Analysis and Strategic Research, 17(4), 233-254. https://doi.org/10.29329/epasr.2022.478.11
Harvard
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. https://doi.org/10.29329/epasr.2022.478.11
- Arnheim R. (2018). Görsel düşünme. Metis Yayıncılık. [Google Scholar]
- Avgerinou, Maria & Ericson John (1997). A review of the concept of visual literacy. British Journal of Education Technology, 28 (4), 280-291., https://doi.org/10.1111/1467-8535.00035. [Google Scholar] [Crossref]
- Büyüköztürk, Ş. vd. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi. [Google Scholar]
- Çakıroğlu, E. (2016). The significance of basic design training on the development of visual literacy. The Journal of International Social Research, 9(44), 897-901. [Google Scholar]
- Çelik, G. (2017). A mix method study for developing reading skills using visual literacy in Turkish language teaching class [Unpublished doctoral dissertation]. Çanakkale Onsekiz Mart Üniversity. [Google Scholar]
- Çulha, O. (2011). Examining Canada photos by using semiotics method. ZKU Journal of Social Sciences, 7(13), 409-424. [Google Scholar]
- Debes, J. (1969). “What is ‘visual literacy?’”. International Visual Literacy Association. [online: 20.12.2012] Available online at: http://fod.msu.edu/oir/visual-literacy. [Google Scholar]
- Eckhoff, A. (2010). “Young children–using games to explore visual art with young children, national association for the education of young children”. www.nxtbook.com/nxtbooks/naeyc/youngchildren_201001/index.php?startid=17;www.nxtbook.com/nxtbooks/naeyc/youngchildren_201001/index.php?startid=17#/20. [Google Scholar]
- Gardner, H. (1970). “Children’s sensitivity to painting styles”, Child Development, 41(3), 813-821. https://doi.org/10.1111/J.1467-8624.1970.TB01033.X. [Google Scholar] [Crossref]
- Glesne, C. (2013). Nitel araştırmaya giriş. Anı Yayıncılık. [Google Scholar]
- Gül, A. A. (2013). Media literacy in the European Union : Tendencies observed in the regulations and the studies, AJIT‐e: Online Academic Journal of Information Technology, 4 (11), 15-33. https://doi.org/10.5824/1309‐1581.2013.1.002.x. [Google Scholar] [Crossref]
- Hug, T. (2012). Media competence and visual literacy-towards considerations beyond literacies. Social and Management Sciences, 20(2), 115-125, https://doi.org/10.3311/pp.so.2012-2.06. [Google Scholar] [Crossref]
- Kaya, M.F. (2012). The determination of the in class applications of visual literacy and problems faced during these applications about the views of Turkish classroom teachers, Procedia - Social and Behavioral Sciences, 46, 2205 – 2209, https://doi.org/10.1016/j.sbspro.2012.05.455. [Google Scholar] [Crossref]
- Kıran Z. & Kıran A. (2012). Dilbilime giriş. Ankara: Seçkin Yayıncılık. [Google Scholar]
- Lee, J.,Beene S., Chen X., Huang W., Okan L. & Rodrigues F. (2022). International visual literacy association, http:///doi.org/10.52917/ivlatbsr.2022.001. [Google Scholar]
- Lee, M.M. (2010). Working toward third space: visual literacy acquisition in art studio classrooms (Doctorate). Faculty of The USC Rossier School of Education University of Southern California, United States. [Google Scholar]
- Lopatovska, I., Carcamo, T., Dease, N., Jonas, E., Kot, S., Pamperien, G., Volpe, A. & Yalçın, K. (2018). Not just a pretty picture part two: evaluating a visual literacy program for young children. Documentation Journal, 74 (3), 588-607, https://doi.org/10.1108/JD-08-2017-0119 [Google Scholar] [Crossref]
- Patton, M.Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. Ankara: Pegem Akademi. [Google Scholar]
- Pezzini, I. (2011). Semiotica dei nuovi musei, Roma-Bari, Laterza, 2011; on RIFL-Rivista Italiana di Filosofia del Linguaggio, 8(2), 341-343, https://doi.org/10.4396/20141225. [Google Scholar] [Crossref]
- Prensky, M. (2001). Digital natives, digital immigrants, MCB University Press, 9(5),1-6. [Google Scholar]
- Robertson, M.S.M. (2007). Teaching visual literacy in the secondary English/language arts classroom: An exploration of teachers’ attitudes, understanding and application. http://krex.kstate.edu/dspace/bitstream/handle/2097/269/MarthaRobertson?sequence=1. [Google Scholar]
- Shurtleff, S. J. (2006). Visual literacy as a method of understanding texts in the language arts classroom: storyboarding and video production. Master Thesis. Kent State University College and Graduate School of Education, Health and Human Services. [Google Scholar]
- Yenawine, P. (2003). “Jump starting visual literacy”, Art Education, 56(1), 6-12. [Google Scholar]
- Yıldırım A. & Şimşek H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları. [Google Scholar]
