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dc.contributor.authorKędra, Joanna
dc.date.accessioned2016-11-24T08:42:08Z
dc.date.available2016-11-24T08:42:08Z
dc.date.issued2016
dc.identifier.isbn978-951-39-6796-3
dc.identifier.otheroai:jykdok.linneanet.fi:1643406
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/51976
dc.description.abstractImages are produced, used and distributed on an enormous scale. However, the skills of understanding, interpreting and using images as well as thinking and learning in terms of images are taken for granted, and thus, they are not sufficiently taught and developed, especially in higher education. The need for introducing visual literacy into the curriculum was identified in late 1960s, but no concrete guidelines have followed. This study proposes to apply interpretation of journalistic photographs as an instrument of visual literacy education. The main focus is on the image interpretation process and the kinds of meanings viewers apply to a photograph in the interpretation process. In each of the four articles included in this study, a model or approach to photography interpretation is proposed. The first method is the model for press photograph story analysis, immersed in visual semiotics. This model was simplified and improved and became the model for the interpretation of journalistic photographs. Both models were created as a synthesis of some of the visual research methods, including classical theories (elements of visual semiotics, visual rhetoric, Barthes’ concept of studium and punctum), approaches having their roots in the analysis of paintings (Barrett’s principles for interpreting photographs, compositional interpretation, iconological context analysis), methods dedicated to analysis of photographs in the press (quantitative content analysis). The concept of context of journalistic photographs is also critically discussed, indicating a context of production, context of medium and page context, and arguing for the decontextualized interpretation of journalistic photographs (proposing an intertextual approach) with a context limited to the caption. In addition, the study compiles the genre typology of journalistic photographs as an instrument for visual education. The study calls for changes in a largely textual higher education curriculum towards a more visually oriented one, which can serve as a start point for future research on the assessment of visual literacy skills.
dc.format.extent1 verkkoaineisto (56 sivua, 47 sivua useina numerointijaksoina)
dc.language.isoeng
dc.publisherUniversity of Jyväskylä
dc.relation.ispartofseriesJyväskylä studies in humanities
dc.relation.isversionofJulkaistu myös painettuna.
dc.subject.othervisual education
dc.subject.othervisual semiotics
dc.subject.othervisual rhetoric
dc.subject.othercontext
dc.subject.otherinterpretation
dc.subject.otherintertextuality
dc.subject.otherjournalistic photograph
dc.subject.otherphoto genre
dc.subject.otherpress photography
dc.subject.othervisual literacy
dc.subject.othervisual research methods
dc.subject.othervisual studies
dc.titleInterpretation of journalistic photographs as an instrument of visual literacy education
dc.identifier.urnURN:ISBN:978-951-39-6796-3
dc.type.dcmitypeTexten
dc.type.ontasotVäitöskirjafi
dc.type.ontasotDoctoral dissertationen
dc.contributor.tiedekuntaHumanistinen tiedekuntafi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiaineJournalistiikkafi
dc.relation.issn1459-4331
dc.relation.numberinseries297
dc.rights.accesslevelopenAccessfi
dc.subject.ysovalokuvat
dc.subject.ysojournalismi
dc.subject.ysojoukkoviestintä
dc.subject.ysokuvajournalismi
dc.subject.ysolehtikuvat
dc.subject.ysouutiskuvat
dc.subject.ysokuvatoimittajat
dc.subject.ysovisuaalinen lukutaito
dc.subject.ysokuva-analyysi
dc.subject.ysosisällönanalyysi
dc.subject.ysosemiotiikka
dc.subject.ysokonteksti
dc.subject.ysointertekstuaalisuus
dc.subject.ysokasvatus
dc.subject.ysoopetus
dc.subject.ysokoulutus
dc.subject.ysooppiminen


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