While waiting for the response to my intervention, I reflected again on my research questions. I was advised that my question was still too broad and needed to be more specific. This realisation led me to an introspective moment that contrasted with my previous approach, where I had listed all my interests in a broad research topic. This time I’m trying to be more focused, although I was not sure how well I would succeed.
I remember laughing when I received feedback that my idea was similar to “a presumptuous attempt to uncover the origins of humanity”. But beyond the humour, I was also aware of the truth. The questions that fascinate me that great minds have pondered for centuries without finding definitive answers are immense. To think that I could delve into, understand and explore them within the confines of this course is overly ambitious.
I must face the constraints of time and my situational limitations, which, though painful to admit, are very real. There’s a sadness in recognising my own limitations, but also a take an agency to understand the scope and scale of what I can realistically achieve.
It reminds me that narrowing and sharpening my research questions is not a limitation but a path to more meaningful exploration. It’s not about diminishing ambition but channelling it into something more achievable and more in tune with my current situation. The challenge now is to find the balance between my curiosity and the practicalities of what can be achieved in this course.
Research Questions
How can image literacy education be personalized to address the unique interests and strengths of individual teenagers?
How can image literacy be connected to other subject areas, such as literature or history, to provide a holistic and interdisciplinary approach to learning?
How can outdoor advertising be utilized to facilitate positive mood changes in individuals with stress or anxiety?
How can we assist pre-teens’ adaptation in digital liminality environments?
How can multi-sensory experiences evoke specific emotions and create impactful social currents?
How can online platforms and tools be designed to provide engaging and interactive image literacy lessons for teenagers?
How can educational curricula be designed to teach teenagers digital media creation skills, fostering them as producers rather than just consumers?
How can schools integrate image literacy into existing curricula to foster critical thinking and understanding of visual media?
How can extracurricular programs and clubs provide hands-on experience and exploration in image literacy for teenagers?
How can image literacy education be made accessible to all teenagers, regardless of socio-economic background or access to technology?
How can parents be engaged and educated to support their teenagers’ development of image literacy skills at home?
How can cultural diversity and global perspectives be incorporated into image literacy education, reflecting the diverse visual experiences of teenagers?
How can schools collaborate with museums, galleries, and cultural institutions to provide experiential learning opportunities in image literacy?
How can we better understand the unique challenges faced by pre-teens during their liminal transition from childhood to adolescence?
How can content creators create more empathetic and targeted support for pre-teens during this transitional phase?
How can the concept of Digital Liminality be understood, and what methods can educators, parents, and technology developers use to assist pre-teens’ adaptation?
How can digital platforms be designed to facilitate self-directed digital literacy learning for pre-teens?
How can the challenges and needs of pre-teens in digital liminality environments be better understood to inform new educational strategies?
How can digital literacy education for pre-teens be enhanced to encourage creativity and critical thinking?
How can teachers integrate digital tools into the curriculum in a way that enhances pre-teens’ adaptation and learning?
How can digital literacy programs be designed specifically for pre-teens’ critical thinking and online responsibility?
How can ongoing support and resources be structured to foster pre-teens’ continuous growth and development in the digital domain?
How can pre-teens’ diverse learning styles and abilities be accommodated within digital literacy education to foster engagement and interest?
How can online safety education be incorporated into digital literacy training for pre-teens?
How can multi-sensory art education be implemented to enhance creativity and imagination in children?
How can multi-sensory artistic experiences influence emotional well-being in individuals?
How can multi-sensory storytelling be employed to foster empathy and cultural understanding?
How can outdoor advertising act as a public art installation and enrich the urban environment?
How can OOH be integrated into public art installations to enhance urban life?
How can advertising and media promote positive mental attitudes and mood shifts without contributing to unrealistic expectations or stress?