Learning and experience: Aesthetics of multimodal texts in Higher Education
Keywords:Ar, Aesthetic Experience, Higher Education, Multimodality, Multiliteracy
This paper invites readers to reconsider the role of Art in the learning of social sciences in higher education based on the ability of the arts to promote understanding among students about their world of life.
The new pathways opened up by multimodality offer access to vast repositories of images such as Flickr (Davies, 2007; Castañeda, 2009), and museums that exhibit high quality reproductions of their art collections (Google Art Project). Furthermore, students can express themselves by combining their own images with text (multiliteracies –The New London Group, 1996; Leander, K & Boldt, G., 2012). Multimodal literacy represents a powerful tool to observe and record of all kinds of interesting events for social science students that can be shared and debated on social media. Moreover, following John Dewey (1980) about aesthetic experience, the new form of literacy, as result of combining imagens and texts, represents an excellent way to trigger sensible and aesthetic feelings.
LicenseThe authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 3,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.