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Author
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Eva Strazdina
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Year
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2021
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Publisher
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Human, Technologies and Quality of Education
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Abstract
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The evolution of digital technologies and the use of visual media in our everyday life highlights the necessity to educate visually literate individuals. The Organisation for Economic
Co-operation and Development (OECD, 2018) has launched the Future of Education and
Skills 2030 that emphasizes that due to the digitalization into all areas of life, digital and
data literacy are considered to be core foundations and being literate in this context requires the ability to comprehend, interpret, use and create textual and visual information
in various formats, contexts and for diverse purposes (making meaning based on encoding and decoding signs/sign systems). The concept of visual literacy has been studied for
several decades, however, it is a relatively new study area within a digital environment in
Latvian media and education context. By bringing attention to the practice and reporting
students comprehension and competency within the domain of digital visual literacy, the
author reports the findings of a study that examined the competence of the sub-domain of
visual literacy, applying Inquiry Graphic (IG) as a framework for the analysis. The purpose of
this paper is to contribute quantitative and qualitative data to the domain of visual literacy
amongst the Riga Art and Media school final year students and conceptualize visual literacy
in the process of digital education transformation, proposing further research on academic
practice and pedagogical tools to improve a person’s visual literacy and visual media competence in a digital environment.
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Language
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English