Inquiry Graphics in Higher Education [electronic resource] : New Approaches to Knowledge, Learning and Methods with Images / by Nataša Lacković.

By: Contributor(s): Material type: TextTextPublisher: Cham : 2020Edition: 1st ed. 2020Description: XIX, 457 p. 66 illus., 33 illus. in color. online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9783030393878
Subject(s): Additional physical formats: Printed edition:: No title; Printed edition:: No title; Printed edition:: No titleDDC classification:
  • 371.3 23
LOC classification:
  • LB5-3640
Online resources:
Contents:
PART I. WHY and WHAT -- Chapter 1. Introduction: Why inquiring images in higher education -- Chapter 2. Contemporary higher education landscapes: Challenges for practice -- Chapter 3. Educational semiotics (edusemiotics) and Peirce's triadic sign -- Chapter 4. Approaches to images in/for learning: A move to inquiry graphics -- Chapter 5. Concepts re-imagined: eclectic signs beyond definitional rigidity -- Chapter 6. Learning, knowledge, thinking: A guided inquiry with IG -- PART II. HOW and WHAT -- Chapter 7. What is thinking with digital images like? -- Chapter 8. Exploring Inquiry Graphics artefacts in higher education practice -- Chapter 9. Edusemiotic relationality: Messages and implications for education futures.
In: Springer Nature eBookSummary: This book introduces the concept of Inquiry Graphics, which positions graphics as significant and integrated tools of inquiry in higher education teaching and research. Simply put, the book explores the nuances of thinking and learning with digital images as types of graphics. Although the amount of images in modern life is overwhelming, they have been scarcely explored and understood as integral to concept and knowledge development within higher education practice. This book reflects on why and how digital photographs can be adapted and used in teaching and research contexts. It provides practical examples and applications, as well as theoretical foundations, building on a range of perspectives, such as Peircean triadic sign and approaches to conceptual development. Ultimately, it builds on diverse approaches to make a case for exploring knowledge and analysing concepts and images in a non-dualist and pluralist manner. This unique book will appeal to scholars and students in education studies and educational research, media and communication, and anyone interested in applied semiotics, visual and multimodal pedagogy and learning.
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PART I. WHY and WHAT -- Chapter 1. Introduction: Why inquiring images in higher education -- Chapter 2. Contemporary higher education landscapes: Challenges for practice -- Chapter 3. Educational semiotics (edusemiotics) and Peirce's triadic sign -- Chapter 4. Approaches to images in/for learning: A move to inquiry graphics -- Chapter 5. Concepts re-imagined: eclectic signs beyond definitional rigidity -- Chapter 6. Learning, knowledge, thinking: A guided inquiry with IG -- PART II. HOW and WHAT -- Chapter 7. What is thinking with digital images like? -- Chapter 8. Exploring Inquiry Graphics artefacts in higher education practice -- Chapter 9. Edusemiotic relationality: Messages and implications for education futures.

This book introduces the concept of Inquiry Graphics, which positions graphics as significant and integrated tools of inquiry in higher education teaching and research. Simply put, the book explores the nuances of thinking and learning with digital images as types of graphics. Although the amount of images in modern life is overwhelming, they have been scarcely explored and understood as integral to concept and knowledge development within higher education practice. This book reflects on why and how digital photographs can be adapted and used in teaching and research contexts. It provides practical examples and applications, as well as theoretical foundations, building on a range of perspectives, such as Peircean triadic sign and approaches to conceptual development. Ultimately, it builds on diverse approaches to make a case for exploring knowledge and analysing concepts and images in a non-dualist and pluralist manner. This unique book will appeal to scholars and students in education studies and educational research, media and communication, and anyone interested in applied semiotics, visual and multimodal pedagogy and learning.

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