映像リテラシー研究の動向
スポンサーリンク
概要
- 論文の詳細を見る
The objectives of this study are to clarify and define the concept of "visual literacy". The working procedures are as follows: 1) To collect literature on visual literacy, 2) To clarify the definitions of visual literacy in the articles collected and compare with similar terminologies used abroad, 3) To review research trends in the field of visual literacy, and 4) To summarize the results of empirical studies conducted so far. Collection of articles A total of thirty research articles were collected and reviewed. There is very little research which deals with visual literacy or similar concepts as the major theme of study. Among the literature collected, there are almost no empirical studies which analyze the results statistically. There are relatively many studies that examine research methodologies concerning visual literacy. Definition The term visual literacy is often used in the field of audio-visual education and mass communication. There exists several terms in Japan with meanings similar visual literacy. Since the distinction of these terminologies is not clearly made, there is some confusion among researchers. In Japan, visual literacy is normally used in the following four meaning: 1) The ability to appreciate the artistic characteristics of visual images, 2) The ability to learn through visual images, 3) The ability to synthesize scraps of visual images, and 4) The ability to understand visual grammar. Visual literacy in Japan is used in a narrower sense than the corresponding terminologies such as visual literacy and media literacy which are commonly used in the United States. It is too early to define visual literacy in this article since the word "visual" itself is still a very vague concept. It might be, however, helpful to see what happen when one is low in visual literacy. First, he/she can not differentiate visual images (pictures) from the reality of the physical world. Second, he/she will mistake the special effects used in TV and movies for reality. Third, he/she cannot follow the story. Research traditions There are five major traditions in studies on and practices of visual literacy as follows: 1) Attention study or attribution studies 2) Media education 3) Studies of children and TV 4) Perception studies 5) Artistic studies Empirical studies in visual literacy with statistical analysis are only found in two fields, i.e. studies of children and TV and perception studies. Among them, it is noteworthy that Salomon and Hochberg are trying in their study to define more concretely visual literacy in relation to the ability to understand visual grammar.
- 国際基督教大学の論文
著者
関連論文
- M-3 教師教育における教育工学関係カリキュラムの開発(その1)
- 映像リテラシー研究の動向
- III 父母についての調査から(課題研究III 新しい地域社会学校の可能性 : 千葉県館山市立北条小学校の事例から)
- 幼児と映像言語 : 教育テレビ番組の制作変数について(3)
- マス・メディアによる性的描写の利用と効果に関する72の一般化
- 家族計画のIEC活動における各種メディア利用の現状と問題点
- 教育イノベーションと学校組織
- 児童のオピニオン・リーダーシップ機能の分化に関する実証的研究(一般研究 II・5部会 現代の子ども)
- 児童のオピニオン・リーダーシップ機能に関する実証的研究(一般研究 III・4部会 学級集団)
- S. Milgram & R.L. Shotland Television and Antisocial Behavior : Field Experiments., New York ;Academic Press, 1973 pp.183
- 小学校における学校放送利用要因の分析
- George Comstock, Steven Chaffee, Natan Katzman, Maxwell McCombs, and Donald Roberts (1978), Television and Human Behavior, New York : Colombia University Press, pp.581
- 教育テレビ番組制作のための教授設計モデル : 教育テレビ番組の制作変数について(4) : 2才児テレビ番組研究 第VII報告
- 教育テレビ番組の制作変数について(1)