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Thinking with digital images in the post-truth era: a method in critical media literacy

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Thinking with digital images in the post-truth era: a method in critical media literacy. / Lackovic, Natasa.
In: Postdigital Science and Education, Vol. 2, 05.02.2020, p. 442-462.

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Lackovic N. Thinking with digital images in the post-truth era: a method in critical media literacy. Postdigital Science and Education. 2020 Feb 5;2:442-462. Epub 2020 Feb 5. doi: 10.1007/s42438-019-00099-y

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Lackovic, Natasa. / Thinking with digital images in the post-truth era : a method in critical media literacy. In: Postdigital Science and Education. 2020 ; Vol. 2. pp. 442-462.

Bibtex

@article{b80ea8b938f6463abe08f6bd5e8e0120,
title = "Thinking with digital images in the post-truth era: a method in critical media literacy",
abstract = "This article introduces a new method to support critical media literacy, learning and research in higher education. It acts as a response to an unprecedented profusion of visual information across digital media that contributes to the contemporary post-truth era, marked by fake news and uncritical consumption of the media. Whereas much has been written about the reasons behind and the character of the post-truth, less space has been dedicated to how educators could counteract the uncritical consumption of images from the perspective of semiotics. This article adopts a unique semiotic approach to address the stated gap. It discusses in depth the meaning making of pictures, digital photographs and material objects that photographs can embody. It does so by focusing on three aspects of a pictorial sign: 1) the materiality of its representation and representational elements, 2) its object (what the sign refers to), and 3) its descriptive interpretations. These three aspects inform the Signification analysis within the proposed Production-Signification-Consumption (PSC) method, exemplified with digital photographs. Understanding and analysing images via the PSC method draws attention to how humans create, interpret, (re)use, consume, and respond to online and offline communication signs. The method can contribute to the development of critical media literacy as an engagement with postdigital semiotics, much needed in an age of global ecological and social crises, uncertainty, and fast consumption of digital content. ",
author = "Natasa Lackovic",
year = "2020",
month = feb,
day = "5",
doi = "10.1007/s42438-019-00099-y",
language = "English",
volume = "2",
pages = "442--462",
journal = "Postdigital Science and Education",
issn = "2524-4868",
publisher = "Springer",

}

RIS

TY - JOUR

T1 - Thinking with digital images in the post-truth era

T2 - a method in critical media literacy

AU - Lackovic, Natasa

PY - 2020/2/5

Y1 - 2020/2/5

N2 - This article introduces a new method to support critical media literacy, learning and research in higher education. It acts as a response to an unprecedented profusion of visual information across digital media that contributes to the contemporary post-truth era, marked by fake news and uncritical consumption of the media. Whereas much has been written about the reasons behind and the character of the post-truth, less space has been dedicated to how educators could counteract the uncritical consumption of images from the perspective of semiotics. This article adopts a unique semiotic approach to address the stated gap. It discusses in depth the meaning making of pictures, digital photographs and material objects that photographs can embody. It does so by focusing on three aspects of a pictorial sign: 1) the materiality of its representation and representational elements, 2) its object (what the sign refers to), and 3) its descriptive interpretations. These three aspects inform the Signification analysis within the proposed Production-Signification-Consumption (PSC) method, exemplified with digital photographs. Understanding and analysing images via the PSC method draws attention to how humans create, interpret, (re)use, consume, and respond to online and offline communication signs. The method can contribute to the development of critical media literacy as an engagement with postdigital semiotics, much needed in an age of global ecological and social crises, uncertainty, and fast consumption of digital content.

AB - This article introduces a new method to support critical media literacy, learning and research in higher education. It acts as a response to an unprecedented profusion of visual information across digital media that contributes to the contemporary post-truth era, marked by fake news and uncritical consumption of the media. Whereas much has been written about the reasons behind and the character of the post-truth, less space has been dedicated to how educators could counteract the uncritical consumption of images from the perspective of semiotics. This article adopts a unique semiotic approach to address the stated gap. It discusses in depth the meaning making of pictures, digital photographs and material objects that photographs can embody. It does so by focusing on three aspects of a pictorial sign: 1) the materiality of its representation and representational elements, 2) its object (what the sign refers to), and 3) its descriptive interpretations. These three aspects inform the Signification analysis within the proposed Production-Signification-Consumption (PSC) method, exemplified with digital photographs. Understanding and analysing images via the PSC method draws attention to how humans create, interpret, (re)use, consume, and respond to online and offline communication signs. The method can contribute to the development of critical media literacy as an engagement with postdigital semiotics, much needed in an age of global ecological and social crises, uncertainty, and fast consumption of digital content.

U2 - 10.1007/s42438-019-00099-y

DO - 10.1007/s42438-019-00099-y

M3 - Journal article

VL - 2

SP - 442

EP - 462

JO - Postdigital Science and Education

JF - Postdigital Science and Education

SN - 2524-4868

ER -