Course Information
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter
CoordinatorFoteini Papadimitriou
Course ID80003196

Class Information
Academic Year2013 – 2014
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Class ID
Type of the Course
  • Background
  • Scientific Area
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Upon completion of this course students will: • know basic theoretical issues related to the visual and multimodal literacy, • have acquired knowledge concerning the use and nature of semiotic systems (metasemiotic knowledge) as well as the ways in which their intesemiotic synergies involved in designing multimodal texts, • have been able to implement the principles of 'visual grammar' in order to negotiate and critically analyze the representational/ideological, interpersonal and textual meanings in different multimodal ensembles, • have become aware of the pedagogical usefulness of the metalanguage of ‘visual grammar’ in teaching literacy and learning in primary education.
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
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The formation of a new semiotic landscape, as a consequence of social, economical, cultural and technological changes, which our planet suffered recently, in combination with the comprehension of them for our society, require the redefinition of the meaning of literacy, so as to incorporate all the potential semiotic modes for the meaning-making, representation and communication, which are considered to be equal. Therefore, literacy is a concept directly connected to people’s competency to interact successfully in different communicative situations, by comprehending, producing and facing critically a plethora of types, not only written or oral, but also multimodal texts, which are suitably adapted to the requirements of contemporary communication demands. This transition from the ‘culture of language’ to the ‘culture of image’ and, consequently, the realization of existence of a variety of semiotic modes, apart from oral and written speech – that are used to be unique – for the processes of representation and communication, imposes as imperative the need for a visually oriented curriculum that aims at fostering literacy skills related to ‘consumption’, 'reading'/comprehension, critical appraisal and production of visual meanings. The exploration, however, and description of the ways in which image and language function both separately and in conjunction to construct meanings in multimodal ensembles, requires students and teachers to develop a common language – a metalanguage – for being able to talk and think about each semiotic/symbolic system separately as well as their meaning-making interactions. In this light, the course focuses on: (a) studying the concepts of visual literacy, multimodality and text (monomodal-multimodal, printed-digital), (b) investigating the understanding of the ways in which linguistic resources, images and/or other modalities cooperate to construct representations of reality which highlight or suppress certain ways of viewing the world, (c) presenting, through the analysis and discussion of specific examples, the metalanguage of ‘visual grammar’ of Kress & van Leeuwen concerning the description of intra- and inter-semiotic semantic relations between different modalities intertwined to construct meanings in specific social and cultural contexts, and (d) examining how this metalanguage can be utilized in the classroom for teaching literacy.
Literacy, linguistic literacy, visual literacy, multimodality, multimodal text, ‘reading’ images, ‘visual grammar’
Educational Material Types
  • Notes
  • Slide presentations
  • Book
  • Visual, multimodal texts for analysis
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
Written assigments60.2
Student Assessment
The evaluation of students is carried out by a written teamwork in which they are asked, after analyzing image/text relations for the intermodal structuring of representational/ideological, interpersonal and textual meanings in various media (e.g., illustrated children, literary books, etc.) on the basis of the principles of 'visual grammar', to indicate ways in which aspects of ‘visual grammar’ may be used for teaching literacy in primary education students. In this way, students perceive the need for the integration of visual literacy practices and critical interpretive engagement with multimodal texts in teaching linguistic literacy, linking theory with practice.
Student Assessment methods
  • Written Assignment (Summative)
  • Performance / Staging (Summative)
Course Bibliography (Eudoxus)
Kress, G. & Van Leeuwen, T. (2010). "Η Ανάγνωση των Εικόνων: Η Γραμματική του Οπτικού Σχεδιασμού", Παπαδημηρίου, Φ. (Επιμέλεια-Θεώρηση). Θεσσαλονίκη: Επίκεντρο (1η επιλογή) Παπαδημητρίου, Φ. (2012). "Διεπιστημονικές προσεγγίσεις του γλωσσικού γραμματισμού: Από τη γνωστική προσέγγιση στο διευρυμένο πλαίσιο των νέων γραμματισμών". Θεσσαλονίκη: Επίκεντρο (2η επιλογή)
Additional bibliography for study
Σημειώσεις σε ηλεκτρονική μορφή
Last Update