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It frames multimodal literacy as a tool for observing and recording social events for sharing and debate, and links the resulting literacy practices to John Dewey’s concept of aesthetic experience as a driver of sensibility and aesthetic feelings.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Multimodal Texts in  \nHigher Education  \nJuan Ramírez Garrido  \n[jdramgar@upo.es](jdramgar@upo.es)  \nPablo de Olavide University, Spain  \nElodia hernández-León  \n[bfiguero@udec.cl](bfiguero@udec.cl)  \nPablo de Olavide University, Spain  \nBeatriz Figueroa-Sandoval  \n[eherleo@upo.es](eherleo@upo.es)  \nUniversidad de Concepción, Chile  \nMariana Aillon-Newman  \n[maillon@udec.cl](maillon@udec.cl)  \nUniversidad de Concepción, Chile  \nAbstract  \nThis 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 .  \nThe 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  \nKey words  \nArt, Aesthetic Experience, Higher Education, Multimodality, Multiliteracy  \nJ.A.Ramírez Garrido, E.Hernández-León, B.Figueroa-Sandoval & M.Aillon-Newman Digital Education Review-Number 33, June 2018-[http://greav.ub.edu/der/](http://greav.ub.edu/der/)  \n170  \nI. Introduction  \nOver the past two decades, a growing body of research has examined the role of creativity in Higher Education as a stimulus to achieve greater adaptation to a changing world (Florida, 2003) . Although terms such as‘talent’or‘imagination’, which make the development of creative actions possible, are present in this literature, the same is not always true of the word‘art, afield in which the hallmark characteristics of creativity are primarily projected. It is similarly not common to see references to the aesthetic experience, traditionally associated with the activity of the artist or the contemplation of a‘artwork’, and, to a lesser extent, with everyday activities that can sometimes trigger aesthetic feelings (Dewey, 1980) .  \nTo foster the development of creativity in Higher Education, two processes that work in conjunction with one another must be brought up to date: the application of the visual arts, in terms of promoting aesthetic experience and creating a way of understanding the facts or events studied empathetically; and the media that foster this application: new forms of literacy expressed in the concepts of‘multiliteracies’ (The New London Group, 1996) and multimodality (Kress, 2005) .  \nThese reflections and the research conducted for this article are supported by the findings reached over the last four academic years through an educational innovation activity initially entitled Art and Society: Multimodal Social Science Workshop, but which was renamed Art, Technology and Society: in 2014-2015, conducted with students of Social Work, Sociology and Social Education .  \nThe general idea set out in this article could be described in the following terms: art is key to achieving experiential knowledge of the world, along the path suggested by Pablo del Río when he proposed “… an educational reorientation that assigns art a more essential role in human development” (Río, 2004; p. 44) . For the purposes of this paper, this re-assignation could move in two directions: on the one hand, as a means of ‘showing’events from the world in which students live and move, through what could be termed perceptive educa","cbCaimaZajBE6rpP","https://ap.wps.com/l/cbCaimaZajBE6rpP","pdf",325176,15,"English","# Introduction\n## Why Aesthetic Experience?","[{\"question\":\"How does multimodality support learning in higher education social sciences?\",\"answer\":\"Multimodality creates new pathways for students to access image repositories and museums, and to express themselves by combining images with text for shared discussion.\"},{\"question\":\"Why does the paper emphasize “aesthetic experience” in education?\",\"answer\":\"It connects multimodal literacy to aesthetic experience, drawing on John Dewey, to help trigger sensible and aesthetic feelings during learning.\"},{\"question\":\"What two processes does the article say must be updated to foster creativity in higher education?\",\"answer\":\"The visual arts application that promotes aesthetic experience and empathetic understanding, and the media that support this application through multiliteracies and multimodality.\"}]","Learning and Experience - Aesthetics of Multimodal Texts in Higher Education | PDF",1792091526,38]