Course Information
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorMaria Papadopoulou
Course ID600017884

Programme of Study: UPS of School of Early Childhood Education (2012-today)

Registered students: 99
OrientationAttendance TypeSemesterYearECTS
CoreOrientation CourseWinter/Spring-6

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
The course is also offered to exchange programme students.
Learning Outcomes
Upon the successful completion of the course, the students are expected to: become aware of the multimodal nature of contemporary communication analyze multimodal texts (print and digital) using ready made rubrics develop their own criteria for analyzing multimodal texts critically analyze educational designs based on multimodality analyze educational events in multilingual settings propose ways to implement multimodality in educational settings design and implement small scale research with young children
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Till the end of the 20th century, literacy was exclusively linked to language at the expense of other representational modes of meaning-making. However, radical changes in the domain of technology and communication redefined the communicational landscape, broadened the limits of literacy and gave rise to new kinds of texts, in which the meaning-making process was not solely based on language but on a multimodal way of meaning-making. Multimodality refers to the active and dynamic interrelationship among the different semiotic modes of meaning, such as the linguistic, the visual, the gestural, the spatial or the audio mode, which individuals can draw on during text interaction to derive meaning. During the last few years, there has been an ongoing interest in applying multimodality in educational practice. In this context, the course aims at familiarizing students with multimodality, the interplay of modes, and the ways children make meaning. Students will be initiated to the multimodal metalanguage, and will become able to critically analyse multimodal texts. Furthermore, examples of multimodal interaction in educational settings will be discussed.
multimodality, multimodal texts, metalanguage, Discourses
Educational Material Types
  • Slide presentations
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Lectures are supported by ppt presentations and multimedia material. Furthermore, videotaped examples of educational activities in kindergartens and primary education settings are presented and analyzed. Communication with the students and distribution of educational material is made through the digital platform.
Course Organization
Laboratory Work60.2
Reading Assigment401.6
Written assigments371.5
Student Assessment
Students are expected to deliver in groups two research essays (2). Furthermore, optional activities are proposed to the students thoughout the semester
Student Assessment methods
  • Written Exam with Short Answer Questions (Formative)
  • Written Assignment (Summative)
  • Performance / Staging (Summative)
  • Report (Summative)
Course Bibliography (Eudoxus)
Kress, G. & van Leeuwen, T. (2010). Η ανάγνωση των εικόνων: η γραμματική του οπτικού σχεδιασμού. (μτφ. Φωτεινή Παπαδημητρίου). Θεσσαλονίκη: Επίκεντρο Κωδικός Εύδοξου: 58637 Πλειός, Γ. (2001). Ο λόγος της εικόνας: Ιδεολογία και πολιτική. Αθήνα: Παπαζήσης Κωδικός Εύδοξου: 30264
Additional bibliography for study
Γιαννικοπούλου, Α. & Παπαδοπούλου, Μ. (2004). Η εικόνα του γραπτού μηνύματος σε κείμενα που διαβάζουν τα παιδιά: παραδείγματα από βιβλία, εφημερίδες, κόμικς και περιβάλλοντα γραπτό λόγο. Στο Π. Παπούλια-Τζελέπη, & Ε. Τάφα (επιμ.). Γλώσσα και Γραμματισμός στη Νέα Χιλιετία, (σσ. 81098). Αθήνα: Ελληνικά Γράμματα. Γκόρια, Σ. & Παπαδοπούλου, Μ. (2011). Πολυτροπικά κείμενα στο νηπιαγωγείο: Η περίπτωση των χαρτών. Στο Μ. Πουρκός, & Ε. Κατσαρού (επιμ.). Βίωμα, μεταφορά και πολυτροπικότητα: Εφαρμογές στην επικοινωνία, την εκπαίδευση, τη μάθηση και τη γνώση, (σσ.445- 466). Θεσσαλονίκη: Νησίδες. Παπαδοπούλου, Μ. (2005). Τα πολυτροπικά κείμενα ως μέσον προσέγγισης της γραφής από παιδιά προσχολικής ηλικίας. Ερευνώντας τον κόσμο του Παιδιού, 6, 120-130 Παπαδοπούλου, Μ., Κούκα, Α., Ποιμενίδου, Μ. (2010). Προσεγγίζοντας το νόημα σε εξώφυλλα παιδικών βιβλίων: Μία έρευνα με παιδιά 4-7 ετών. Στο Π. Παπούλια-Τζελέπη, & Α. Φτερνιάτη (επιμ.), Γραφή και Γραφές στον 21ο αιώνα: Η πρόκληση για την εκπαίδευση, (σσ. 91-108). Πάτρα: ΠΤΔΕ Πανεπιστημίου Πατρών & Ελληνική Εταιρεία Γλώσσας και Γραμματισμού Cope, B., & Kalantzis, M. (2009). A grammar of multimodality. International Journal of Learning, 16(2). Harrison, C. (2003). Visual Social Semiotics: Understanding how still images make meaning. Technical Communication 50 (1): 46-60 Kress, G. & Van Leeuven, T. (2002). Colour as a Semiotic Mode: Notes for a Grammar of Colour. Visual Communication, Vol.1(3). pp. 343-368. Papadopoulou, M., Goria, S., Manoli, P., & Pagkourelia , E. (2018) Developing multimodal literacy in tertiary education, Journal of Visual Literacy, 37(4), 317-329. Papadopoulou, M., Manoli, P., & Zifkou, E. (2014). Typography, How Noticeable Is It? Preschoolers Detecting Typographic Elements in Illustrated Books. The International Journal of Early Childhood Learning, 20 (2), 23-36.
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