000 04344nam a22006015i 4500
001 978-3-030-39387-8
003 DE-He213
005 20210227000937.0
007 cr nn 008mamaa
008 200814s2020 gw | s |||| 0|eng d
020 _a9783030393878
024 7 _a10.1007/978-3-030-39387-8
_2doi
040 _cМУБИС
050 4 _aLB5-3640
072 7 _aJNT
_2bicssc
072 7 _aEDU009000
_2bisacsh
072 7 _aJNT
_2thema
072 7 _aJMR
_2thema
082 0 4 _a371.3
_223
100 1 _aLacković, Nataša.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aInquiry Graphics in Higher Education
_h[electronic resource] :
_bNew Approaches to Knowledge, Learning and Methods with Images /
_cby Nataša Lacković.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Macmillan,
_c2020.
300 _aXIX, 457 p. 66 illus., 33 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aPART 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.
520 _aThis 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.
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aSemiotics.
650 0 _aSociology—Research.
650 0 _aEducational psychology.
650 0 _aEducation—Psychology.
650 0 _aHigher education.
650 1 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aSemiotics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/N53000
650 2 4 _aResearch Methodology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/X22190
650 2 4 _aEducational Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O39000
650 2 4 _aPedagogic Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y18003
650 2 4 _aHigher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O36000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030393861
776 0 8 _iPrinted edition:
_z9783030393885
776 0 8 _iPrinted edition:
_z9783030393892
856 4 0 _uhttps://doi.org/10.1007/978-3-030-39387-8
942 _2ddc
_cEBOOK
999 _c102285
_d102285