[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603048-105":59,"doc-detail-603048-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","turkish-and-italian-university-students-views-on-visual-literacy","Turkish and Italian University Students’ Views on Visual Literacy","","This qualitative study explores how Italian and Turkish university students perceive their visual literacy abilities. Data were collected through interviews using purposeful sampling, and descriptive analysis was applied as the most appropriate method. The sample included 32 students with equal gender representation: 16 from Çanakkale Onsekiz Mart University in Turkey and 16 from La Sapienza University in Italy. Results show neither group had received a visual literacy course; students reported using maps, graphs, slides, pictures, caricatures, movies, and timelines in their classes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/turkish-and-italian-university-students-views-on-visual-literacy/603048/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/turkish-and-italian-university-students-views-on-visual-literacy/603048.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"The study explores Italian and Turkish students’ perceptions of their visual literacy ability.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"Qualitative interviews were used as the data collection method, with purposeful sampling and descriptive analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings indicate about visual literacy education?",{"text":121,"@type":113},"The findings indicate that neither Italian nor Turkish students received a course on visual literacy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603048,1792188471,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Turkish and Italian University Students’ Views on Visual Literacy*  \nGamze ÇELİK1  \nÇanakkale Onsekiz Mart University  \nAbstract  \nThe purpose of this study was to explore the Italian and Turkish students ’ perceptions of their visual literacy ability. The study used the qualitative research methodology and interviews as the data collection tool. Purposeful sampling was used for sample selection. Descriptive analysis was selected as the analysis method since it was determined to be the most appropriate analysis method for the research. A semi-structured data collection tool was used. The study's sample consisted of thirty-two university students studying in Turkey and Italy. Turkish interviewees included sixteen university students who studied at Çanakkale Onsekiz Mart University in Turkey. Italy's sample also consisted of sixteen university students who studied at La Sapienza University in Italy. The study took into consideration equal gender representation. The findings indicate that neither Italian nor Turkish students received a course on visual literacy. According to the results, students utilised maps, graphs, slides, pictures, caricatures, movies, and timelines in their classes.  \nKeywords: Visual Literacy, Italy, Turkey, Qualitative Research.  \nDOI: 10.29329/epasr.2022.478.11  \nSubmitted: 14 March 2022 Accepted: 13 September 2022 Published: 05 December 2022  \n*  \nThis research was derived from the TUBITAK Project coded as 1059B191800790– and called as “A Comparative Study on Visual Literacy Skills of Italian and Turkish University Students”.  \n1 Research Assistant Dr., Departmant of Turkish Language and Literature Education, Çanakkale Onsekiz Mart University,Çanakkale, Türkiye. ORCID: 0000-0003-1683-2349  \nCorrespondence: [gamzecelik@comu.edu.tr](gamzecelik@comu.edu.tr)  \nIntroduction  \nIn the past, when human beings needed to communicate, they used visuals. Smoke signals and images on cave walls were also used. Then, as time passed, technology advanced. Today, we can communicate quickly. We have access to Facebook, Instagram, WhatsApp, and other social networks. The world in which we live today is visually oriented. We can categorize media literacy, information literacy, computer literacy, environmental literacy, and technology literacy under the general phrase\"new literacies.\" This study examined Italian and Turkish university students' perceptions of visual literacy.  \nToday, we know that media and visual literacy have become increasingly significant for human life, especially in political, economic, and scientific subjects that are concerned with visualsand media. Obviously, media and visuals are relevant to communication processes for people. Regardless of the time when we first began employing images in history, trends and preferences are changing constantly (Hug, 2012) .  \nSemiology is a science branch studying signs. In Turkish, semiology is called göstergebilim. Semiology was founded towards the end of the nineteenth century in Europe and the USA. The word semiology is derived from the Greek word Symptom. This term was first used by Charles Sanders Pierce (1839–1914), who studied astronomy, chemistry, mathematics, and various other subjects (Çulha, 2011) . A. J. Greimas once remarked that semiology was a branch of science that focuses on both the meaning of the world to humankind and the meaning of humankind to humankind (Kıran and Kıran, 2012) . Semiotics is the study and analysis of cultural facts viewed as a communication process, according to Umberto Eco. For Eco, an indicator is a tool that can significantly replace another item. In this way, the concept of an indicator has taken on a larger meaning. For Saussure, language represents concepts with signs. As a result, it is feasible to draw analogies with sacred ceremonies such as troops’ communication among themselves, the alphabet for deaf and hearingimpaired people, and similar practices. Of course, the most crucial component of these systems is languag","cbCaipZ2tRHx7jc5","https://ap.wps.com/l/cbCaipZ2tRHx7jc5","pdf",291910,22,"English","# Abstract\n# Introduction\n## Background of media and visual literacy\n## Semiologoy and semiotics\n## Signs, museums, and digital natives\n## Definition and origins of visual literacy","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study explores Italian and Turkish students’ perceptions of their visual literacy ability.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Qualitative interviews were used as the data collection method, with purposeful sampling and descriptive analysis.\"},{\"question\":\"What did the findings indicate about visual literacy education?\",\"answer\":\"The findings indicate that neither Italian nor Turkish students received a course on visual literacy.\"}]","Turkish and Italian University Students’ Views on Visual Literacy | PDF",1792095632,55]