Browsing by Subject "Kuvien tulkitseminen"

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  • Lavikainen, Iida (Helsingin yliopisto, 2020)
    The paper studies manifestation of children's visual literacy in their speech from exercises of giving interpretation of multimodal motion and static pictures, and that adults play significant supportive roles in developing children's ability of using language to express visual objects. The paper evaluates children's ability in expressing verbally visual literacy via the making of and interpretation of multimodal pictures as well as the significance of adults' role in supporting and empowering children's ability in their acquisition literacy on speech and interpretation of visual objects. The research is based on previous research on visual literacy. In addition to research on visual literacy, research related to the production and interpretation of children’s images is examined. Material supporting the hypothesis included videotaped motion pictures in which a researcher instructed six children (aged 4-6 years) to work in pairs and complete multimodal work on a tablet computer. The video obtained via participatory observation was analysed using a data-driven approach, in which children's effort in making and giving interpretation of the images presented for their exercises are individually analysed to support holistic perspective of the hypothesis. The study concludes that for the accomplishment of creativity exercises, children's ability in expressing verbally visual literacy manifests through verbal communication and abundant use of simple visual features and creative liberty, such as verbalizing different colours. And that adults can support and empower children to express verbally their visual literacy through creativity exercises and through encouraging them to give interpretation of their visual elements of choice. The formation of children's linguistic model is supported by their accompanying adults and is continuously developed while the children carry out creativity exercises and interpret their usage of visual elements. The study eventually concludes that children must find abundant verbal support from their accompanying adults to successfully obtain their verbal visual literacy skills.