Conference Presentations by Styliani Karatza
Drawing on the data produced within the three-year European project EU-MADE4LL, European Multimod... more Drawing on the data produced within the three-year European project EU-MADE4LL, European Multimodal and Digital Education for Language Learning, CFRIDiL is a robust tool, designed for teacher, students, practitioners, recruiters and researchers in the fields of education, media, applied linguistics, language learning, intercultural communication and humanities in general.
CFRIDiL includes a set of guidelines to describe levels of proficiency in digital communication in intercultural and international context.
It is integration to, and expansion of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), the Digital Competence Framework for Citizens (DigComp 2.0), the Autobiography of Intercultural Encounters (AIE).
Papers by Styliani Karatza
Routledge eBooks, Nov 21, 2023
Routledge eBooks, Apr 26, 2024
Multimodal digital communication is the main theme of this conference meant to attract multidisci... more Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...
Multimodal Literacies Across Digital Learning Contexts, 2021
Her research focuses on multimodal text production and communication in digital environments. She... more Her research focuses on multimodal text production and communication in digital environments. She is currently developing social semiotic theories and methods for the analysis of intercultural sign-making in place, face-to-face interaction and online. Recent publications include works on multimodality and superdiversity, blogs, webpage design aesthetics, and web interactivity, on YouTube videointeraction, on multimodality and copy-and-paste, on mobile devices and related communicative practices, and on the multimodality of social media. She has been involved in several funded projects on digital communication and intercultural communication, and is editor of the Journal Visual Communication.
Journal of Visual Literacy, 2020
Today’s communicative practices are increasingly characterized by a shift from verbal to visual m... more Today’s communicative practices are increasingly characterized by a shift from verbal to visual modes of expression that take shape in emerging genres and media formats. While the importance of vis...
This manifesto stems from a transmedia initiative for collective research designed to shape – fro... more This manifesto stems from a transmedia initiative for collective research designed to shape – from the bottom-up – a socially responsive and responsible culture of inquiry, in observing, recording, sharing and reflecting on the changes to communication and interaction caused by the COVID-19 crisis and their enduring effects post-pandemic. The objectives of the manifesto are (a) to identify key changes in communication and interaction practices during and after the COVID-19 pandemic, and (b) to offer a blueprint for an innovative methodology involving academics and nonacademics in collective research into these and any future changes to the communication landscape across different socio-cultural contexts. The manifesto presents: (1) the factors that make changes in communication and interaction during the COVID-19 pandemic topical for research; (2) the coordinates of these changes; (3) questions that these changes raise; (4) a proposal for a methodology that complements established r...
This paper is concerned with multimodal literacy involving the different kinds of knowledge requi... more This paper is concerned with multimodal literacy involving the different kinds of knowledge required to fully access texts with multiple semiotic resources used in reading comprehension test tasks. Such literacy requirements have not drawn researchers’ attention to date, mainly because the foreign language teaching and testing project has primarily focussed on the verbal features of reading comprehension texts. Drawing on data from the Greek National Foreign Language Exams (known with the acronym KPG) – one of the few high-stakes examination systems which use multimodal reading comprehension texts – the paper approaches reading comprehension as a meaning-making process highly dependent on both image and language used in test tasks and the relations between them (i.e. intersemiosis). Working mainly within the framework of Systemic Functional Linguistics (SFL), this study has attempted a systematic description of the visual and intersemiotic literacy indicators of 86 multimodal media ...
Multimodal Literacies Across Digital Learning Contexts
Her research focuses on multimodal text production and communication in digital environments. She... more Her research focuses on multimodal text production and communication in digital environments. She is currently developing social semiotic theories and methods for the analysis of intercultural sign-making in place, face-to-face interaction and online. Recent publications include works on multimodality and superdiversity, blogs, webpage design aesthetics, and web interactivity, on YouTube videointeraction, on multimodality and copy-and-paste, on mobile devices and related communicative practices, and on the multimodality of social media. She has been involved in several funded projects on digital communication and intercultural communication, and is editor of the Journal Visual Communication.
This manifesto stems from a transmedia initiative for collective research designed to shape – fro... more This manifesto stems from a transmedia initiative for collective research designed to shape – from the bottom-up – a socially responsive and responsible culture of inquiry, in observing, recording, sharing and reflecting on the changes to communication and interaction caused by the COVID-19 crisis and their enduring effects post-pandemic. The objectives of the manifesto are (a) to identify key changes in communication and interaction practices during and after the COVID-19 pandemic, and (b) to offer a blueprint for an innovative methodology involving academics and non-academics in collective research into these and any future changes to the communication landscape across different socio-cultural contexts. The manifesto presents: (1) the factors that make changes in communication and interaction during the COVID-19 pandemic topical for research; (2) the coordinates of these changes; (3) questions that these changes raise; (4) a proposal for a methodology that complements established research methods to understand these changes; and (5) preliminary data on the activities that the research collective PanMeMic has conducted in its first two months of existence.
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Conference Presentations by Styliani Karatza
CFRIDiL includes a set of guidelines to describe levels of proficiency in digital communication in intercultural and international context.
It is integration to, and expansion of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), the Digital Competence Framework for Citizens (DigComp 2.0), the Autobiography of Intercultural Encounters (AIE).
Papers by Styliani Karatza
CFRIDiL includes a set of guidelines to describe levels of proficiency in digital communication in intercultural and international context.
It is integration to, and expansion of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), the Digital Competence Framework for Citizens (DigComp 2.0), the Autobiography of Intercultural Encounters (AIE).