YEOJUNG

Multimodal literacy is the ability to understand, interpret and create communication that uses multiple modes or forms of representation. Conventional literacy concentrates mainly on the written language. In contrast, multimodal literacy recognises that communication takes place in many ways – not only through written text, but also through visuals (such as images and video), sound, spatial configurations, gestures and even silence.

For instance, a text with multiple modes might be a website that combines written words, images, video and interactive elements. Someone who is literate in multimodal communication would be capable of comprehending or interpreting all these modes collectively, recognizing how they work together to convey a message.

In the context of today’s digital age, it’s increasingly important to be multimodally literate because many forms of communication we encounter are multimodal. For example, in today’s media landscape, social media posts, digital ads, video games, and e-learning resources typically combine text, images, sounds, and more.

Therefore, when we talk about children’s literacy in the current media environment, it’s important to consider not only their ability to read and write text, but also their ability to understand and create communication that uses multiple modes.

Enhancing the Quality of Screen Time: Strategies for a Mindful Digital Experience

1. Introduction: The Landscape of Screen Time (10 minutes)
   • Brief statistics on average screen time globally.
   • The potential effects of excessive or unproductive screen time on mental and physical health.
2. Screen Time Self-Assessment and Sharing (10 minutes)
   • Participants fill out a short worksheet detailing their daily screen-related activities.
   • A few volunteers share their screen time habits and its impact on their day-to-day life.
3. Segmentation of Screen Time: Productive vs. Passive (10 minutes)
   • Productive Screen Time: Engaging in work, learning new skills, attending online classes, or other activities that promote personal growth.
   • Passive Screen Time: Mindlessly scrolling through social media, binge-watching without breaks, or activities that aren’t necessarily enriching.
   • Group discussion on the proportion of their screen time that falls into each category.
4. Strategies for Enhancing Screen Time Quality (20 minutes)
   • Curated Content Consumption??: Recommendations for educational platforms, insightful podcasts, or constructive apps.
   • Mindful Screen Breaks: The importance of physical activity – stretching exercises participants can do after every 30 minutes of screen time.
   • Balanced Tech Lifestyle: Encouraging tech-free meals, setting a digital curfew, or having a tech-free day in a week.
5. Hands-on Activity: Creating a ‘Mindful Screen Time Action Plan’ (10 minutes)
   • Participants will draft an action plan for the upcoming week incorporating the strategies discussed.
   • A worksheet will guide them to allocate time for productive usage, breaks, and non-screen-based activities.
6. Sharing, Reflections, and Commitments (5 minutes)
   • Participants share key takeaways from their action plans.
7. Closing and Q&A (5 minutes)

How can media professionals design content that limits screen time yet remains engaging for children aged 9-12?
How can audio-visual experts produce content that promotes active engagement and learning, reducing passive screen time for children aged 9-12?
How can content producers create programming that encourages children aged 9-12 to balance on-screen activities with offline interactions?
How can media professionals produce content that resonates with children aged 9-12 while simultaneously promoting healthy screentime habits?
How can audio-visual professionals employ to ensure their content is both age-appropriate and conducive to moderated screentime for children aged 9-12?

As the digital era continues to evolve, our modes of communication have expanded beyond traditional text-based methods. Today’s children are born into a media-rich environment where they interact with visuals, sounds, and interactivity daily. This requires them to develop multimodal literacy skills, which are understanding, interpreting, and creating communications across various forms.

The Significance of Multimodal Literacy:
Traditional literacy, focused on reading and writing, is no longer sufficient. With the advent of smartphones, tablets, and interactive platforms, children are constantly exposed to a mix of text, images, sounds, and videos. Hence, to effectively navigate and comprehend this diverse media landscape, they must be adept at multimodal literacy.

Current Challenges

Limited Curriculum Integration:Many educational systems still prioritize traditional literacy, leaving little room for multimodal literacy.
Passive Consumption: Children often interact with media as passive consumers, rarely being encouraged to create or analyze content.

………Collaboration with Media Professionals:
Inviting media professionals to conduct sessions can offer children a real-world perspective. Whether it’s a filmmaker discussing the intricacies of storytelling or a graphic designer explaining visual aesthetics, such interactions can be invaluable.

The Role of Parents:
Parents play a crucial role in their child’s multimodal literacy journey. They can:

Limit passive consumption by setting screen time rules.
Encourage active media interactions, such as discussing a film’s narrative or the persuasive techniques in an advertisement.
Provide resources and tools that aid in content creation.

https://www.tandfonline.com/doi/epdf/10.1080/00393541.2004.11651771?needAccess=true

There is an acknowledgement now of the textual change that has taken place for present-day pupils, whose surroundings are inundated with visual, electronic and digital texts. The terms ‘multiliteracies’ (Cope & Kalantzis, 2000; Unsworth, 2001), ‘new literacies’ (Lankshear, C. & Knobel, M. 2003), ‘multimodal texts’, ‘multimodal discourse’ and ‘multimodality’ (Kress & van Leeuwen, 1996, 2001, 2006) attempt to describe the shift in textual norms that has transpired and to conceptualise the altered learning paradigm that is integral for literacy and learning in an age of heightened digital communication.

References:

Duncum, P. (2004). Visual culture isn‘t just visual: Multiliteracy, multimodality and meaning. Studies in Art Education: A Journal of Issues and Research in Art Education

Mills, K. A. (2010). Shrek meets Vygotsky: Rethinking adolescents’ multimodal literacy practices in schools. Journal of Adolescent & Adult Literacy, 54(1), 35-45.

Serafini, Frank. (2011). Expanding perspectives for comprehending visual images in multimodal texts. Journal of Adolescent & Adult Literacy 54(5) :342-350

Serafini, F. (2014). Reading the visual: An introduction to teaching multimodal literacy. Teachers College Press.

Sturken & Cartwright. (2001). Practices of Looking: An Introduction to Visual Culture. Oxford: Oxford University Press.

Van Leeuwen, T. (2015). Multimodality in Education: Some Directions and Some Questions. TESOL Quarterly, 49(3), 582-589

Van Leeuwen, T. & Jewitt, C. (2001). Handbook of Visual Analysis. London: Sage

The feedback received from the initial intervention altered the direction of my research questions. I believe that setting aside time for oneself every day, whether by practising mindfulness, meditation, affirmations or visualisations, in order to disconnect from the external environment, particularly the media environment, and listen to one’s inner voice, would be a vital steering force in today’s digital environment and the space of digital liminality.

In this intervention, I intended to comprehend how respondents establish mental images by obtaining feedback on their senses, emotions, and memories, involving the means by which they create and the essential factors that affect them. As a result, the participants were able to test my hypothesis that the materials of our mental images are influenced by our environment, especially the media, so we should be more proactive in analysing the audio-visual content we watch and are exposed to and be aware of its intent and purpose. It’s about selecting appropriate content to fulfil our purposes and live our own lives without letting random algorithms take up too much of our time and attention.

We had a total of 20 participants, half of them working in the creative industry in South Korea and knowledgeable about the influence of visuals, while the other half comprised a control group. Those who decided to try the now-popular affirmations and visualisation meditation were given questionnaires in advance. The intervention package contained a simple invitation, an instructional sheet of paper, and a sheet of paper for writing down their thoughts. To avoid potential participant bias, the feedback paper was placed in a sealed envelope, and participants were asked to complete it and return it after seven days of practice.

Issues: I reached out to a few participants to find out what had gone wrong and why they hadn’t responded. Valid reasons for not continuing with the intervention were: it’s awkward to think about something with my eyes closed, I tried to concentrate for 5 minutes but got frustrated because I couldn’t do it for more than 1 minute, so I disappointed myself. I didn’t know what I was thinking, and negative thoughts arose, so I didn’t want to do it.

On analysing this, I discovered that not only was my design of intervention imperfect, but I also observed that people’s attention span was declining, and they were becoming disinterested in non-stimulating things due to excessive dopamine activity. Furthermore, I noted that people were feeling uncomfortable from conscious visual blocking because of their habitual visual overexposure.

Given these revelations, a decision was made to refine the intervention design. The intervention was then digitalized, integrating participant feedback. A streamlined video was developed to facilitate visualization, accompanied by auditory questions, enabling immediate written responses.  

The problems seemed obvious, but then I realised that this is the current reality we must adjust to for a better future. On the last Dragon’s Den, I suggested that media literacy education starts at an early age. I hold this opinion because I believe it is a preventative measure that can reduce many individual scales of the problems of modern society. Although learning commences at a very basic level – the home – and recognising and correcting behavioural addictions such as digital device addiction can only be effective with family-based interventions, I received feedback from a parenting expert who said that children are influenced by their peers and the culture of “you can do whatever you want” makes it impossible for parents to limit internet use and devices.

There was a feeling of powerlessness because there was little that an individual could do about the situation as a whole in society. Limited research time to collect sufficiently measurable and meaningful data, and criticism of my educational background, led me to broaden my focus to look for meaningful change.

The issue lies not with the technology itself but rather with the multi-level challenges that individuals face, resulting in behavioural addictions, mental health difficulties, depression and physical health issues, and these individual problems are becoming a societal problem. As an advertising producer, I feel that the impact of advertising and the problems with the use of influencers on social media platforms are having a particularly negative impact on young people.

The most apparent issue is distorted body image. This is due to the marketing strategy of easily consumable products such as cosmetics and accessories that target the vulnerability of young people. (Note that this is not a comprehensive analysis of all the data) Young people recognise that individual vendors, commonly known as influencers, promote information through advertising, and the prevalent reaction is that it is entertaining. I think this is because of the absence of content that interests them.

Technology presents an opportunity. Smartphones have replaced the once scarce video equipment, and while the AI image generation tools such as Midjourney and Elevenlabs (Voice Generation) and D-ID (Video Generation) have not passed my personal demonstration to be shown on a big screen, it certainly outperforms the low-quality videos presently being advertised recklessly on YouTube. This technology is likely to be further improved. Even teenagers can create quality content. Through content creation, they will acquire basic skills in media literacy and develop critical thinking and self-expression as creative producers.

I believe that young children possess immense potential for literacy. Being of the MTV generation, we were captivated by the potential of video. However, analysis of the film industry indicates that remakes, adaptations of existing novels, and Marvel movies with extreme visual effects (which are themselves adapted from comic books) are the only popular films being made now instead of creating new stories. I believe that both image and text-literate students will be empowered to take ownership of the world around them.

I hope that the current generation of digital natives will not remain consumers of the cultural market created by previous generations but will become producers of their own culture and enjoy their new environment, which could be the beginning of a new, evolved humanity.

In line with this, the planned intervention – expert discussions on creating audio-visual content that stimulate positive emotions – will be postponed. The next intervention will involve experts and stakeholders(parents and educators) to propose solutions to this research question. How can we improve children’s multimodal literacy skills and empower them to be active creators in today’s media environment?

How can we enhance children’s multimodal literacy and enable them to become proactive creators in the current media landscape?

Salvador Dali by Midjourney

Understanding digital liminality is essential to recognize the challenges and benefits that come with living in this intertwined space. It can guide us in developing strategies to ensure meaningful and safe interactions, especially for younger generations navigating these blended realities.

Digital Liminality is a concept that borrows from the term “liminality,” traditionally used in anthropology. At its core, liminality describes transitional states or in-between phases.

In today’s world, there’s an increasing blurring between our online and offline lives. With the proliferation of digital technology and the internet, we often find ourselves in a liminal space – not entirely immersed in the physical world around us nor fully absorbed in the digital realm.

Digital liminality also relates to how we construct and understand our identities. Online, we might portray a certain version of ourselves, which might be different from our offline persona. This duality can especially impact young individuals who are still in the process of forming their identities.

Time often feels distorted in digital spaces. For instance, hours might feel like minutes on a captivating game or social media platform. This dislocation from “real-world time” can be seen as a form of digital liminality.

Just as rites of passage in various cultures involve liminal phases where individuals are neither in their former state nor in their future one, digital liminality encapsulates the constant transition between the online and offline, between being connected and disconnected.

Relevance to Children

Children growing up in this digital age are native inhabitants of these liminal spaces. They often seamlessly transition between online games, virtual classes, and then to offline activities like physical play or face-to-face interactions. Their experiences are deeply intertwined with digital platforms, making it crucial for parents, educators, and policymakers to understand and navigate the complexities of digital liminality.

How can parents be made more aware of the potential negative effects of excessive screen time?

How can children be empowered to self-regulate their screen usage?

How can communities organize weekly outdoor play sessions for local children?

Enhancing the quality of screen time for preteens while maintaining a balance with real-life activities

What does ‘quality’ mean in this context? Is it educational content? Creative activities? Or social interaction?

What is meant by ‘balance’? Is it about reducing the amount of screen time, or is it about the balance between activities done during screen time and real-world activities?

Born in the mid-1990s to the mid-2000s and later, iGen is the first generation to spend their entire adolescence in the age of the smartphone. With social media and texting replacing other activities, iGen spends less time with their friends in person—perhaps why they are experiencing unprecedented levels of anxiety, depression, and loneliness. (Twenge, 2017)

As this new group of young people grows into adulthood, we all need to understand them: Friends and family need to look out for them; businesses must figure out how to recruit them and sell to them; colleges and universities must know how to educate and guide them. And members of iGen also need to understand themselves as they communicate with their elders and explain their views to their older peers.

https://www.unicef.org/child-rights-convention/convention-text-childrens-version

In 2021, over half of the global population, equating to 4.3 billion people, were on social media, representing over 90% of all internet users (We Are Social 2021). Given these numbers, the consequences of social media’s growth are likely vast. Research has shown that when Facebook was introduced to a college, it adversely affected students’ mental well-being. Our data suggest that harmful social comparisons are a primary cause. Overall, the recent mental health decline in teenagers and young adults could be linked to social media.

How can preteens (9-12 years) improve the quality of their screen time and maintain a balance with their real life?

How can preteens elevate the quality of their time online while ensuring they remain grounded in their offline experiences?

Negative effects of excessive screen time
Too much screen time can affect children’s physical, emotional and cognitive development.

From an evolutionary perspective, change and adaptation are an integral part of biological evolution, so it’s possible that our brains are adapting and changing in certain ways due to exposure to the digital age. Some researchers argue that these changes are not necessarily negative and can have a variety of positive aspects, such as an increased ability to process digital information and the ability to multi-task.(Greenfield, 2016; Prensky, M. 2009; Sparrow, Liu, & Wegner, 2011 )

Furthermore, Prensky M (2009) argues that digital enhancements to human cognition are an inevitable progression in our society, akin to advancements like writing and the printing press. While acknowledging the ethical concerns these enhancements might present, He advocates for accepting and promoting such enhancements while remaining cognizant of potential risks, viewing them as the next step in human progress and intellectual evolution.

Conversely, however, excessive screen time can have negative consequences, such as decreased attention and concentration and reduced ability to interact socially. Extended use of screens has been associated with decreased activity and increased snacking in children, which can raise the risk of obesity (American Academy of Pediatrics, 2016). Continuous late-night screen usage can cause sleep disruption and sleep deprivation complications (Chahal et al., 2013). Anxiety and depression: Extreme screen use has been related to symptoms of anxiety and depression in children and adolescents (Twenge & Campbell, 2018). Extreme screen use can diminish children’s social interaction abilities (Uhls et al., 2014). Children who spend extended periods of time in front of screens are more prone to experiencing attention problems (Lissak, 2018). Extended use of screens could be linked to lower academic performance (Houghton et al., 2018). Excessive use of media: Some children may experience symptoms of a media usage disorder due to screen time (American Psychiatric Association, 2013).

The urgent need for multimodal literacy

Changes in media environments and children’s practices of use lead to changes in childhood and socialization and in the development of their view of the world as well. Given the increase in children’s digital activities on personal electronic devices as well as more sophisticated forms of data collection and analysis by online companies, there are growing concerns about datafication and new forms of marketing that are targeting children more directly. Children are viewed in a largely polarised way, either as passive victims of marketing or as active and “empowered” consumers. (Buckingham & Willett, 2022)

Digital media Addictive behaviour has focused mostly on Internet use and video games, yet the growing use of applications and texting (mostly on mobile devices) may also lead to addictive behaviour (Love et al., 2015). While males appear to demonstrate video game addiction, the addictive behaviour of females is found to be focused primarily on social networking (Andreassen et al., 2016)

https://alcott.concordps.org/jpeachey/wpcontent/uploads/sites/4/2016/05/Pediatrics_November2015.pdf

McDaniel, B. T., & Radesky, J. S. (2018). Technoference: Parent distraction with technology and associations with child behaviour problems. Child development, 89(1), 100-109.

Separately, excessive technology use has been explored in relation to internet addiction and self-reported problematic phone behaviours, such as struggling to disconnect or constantly thinking about possible incoming messages. Such behaviours have been linked to mental health problems such as depression, anxiety and social challenges (Bianchi & Phillips, 2005). Issues such as relationship anxiety, poor self-control, habitual phone checking, and feeling obligated to respond to calls or texts have been identified (Cheever et al., 2014; Bayer & Campbell, 2012; Rainie & Keeter, 2006).

In understanding what counts as ‘problematic’ media use among parents, research has examined how parental digital use relates to their interactions with children. Just as background television can disrupt parent-child play (Kirkorian et al., 2009), recent evidence suggests that parents who use mobile technology around their children tend to be less engaged with them (Radesky et al., 2015a), less responsive to their needs (Hiniker et al., 2015), and sometimes even hostile when their children seek attention (Radesky et al., 2014). Such disruptions in parenting due to technology also correlate with mothers feeling that they are not co-parenting effectively (McDaniel & Coyne, 2016b). Both children and parents have expressed concerns about this issue. Children believe that parents should avoid technology during family time (Hiniker et al., 2016), while parents admit that being on their devices makes them feel like they are multitasking and, therefore, less effective parents (Radesky et al., 2016).

The American Academy of Pediatrics advises parents to refrain from exposing their children under 2 years to media, citing the absence of proof regarding its educational benefits and possible adverse impacts on early brain and health growth. But parents report that children aged 0 to 2 years engage with screen media for approximately 2 hours daily. It’s believed that, on average, children start viewing content aimed at infants when they’re about 5 months old.(Richert et al., 2010)

Digital literacy refers to the ability to effectively use, understand, evaluate, and participate in digital technologies (Buckingham, 2013). This is considered an essential skill in today’s information-driven society. Digital literacy goes beyond mere technical abilities and encompasses the capacity to analyse and assess information, communicate in digital environments, and create and express through digital media. (Sefton-Green et al., 2016) As a result, individuals can make better decisions in learning, work, and daily life within digital contexts (Livingstone, Van Couvering & Thumim, 2008; Marsh et al., 2005).

References:

Berryman, Chloe, Christopher J. Ferguson, and Charles Negy. 2018. “Social Media Use and Mental Health among Young Adults.” Psychiatric Quarterly

Buckingham, D. (2013). Media education: Literacy, learning and contemporary culture. John Wiley & Sons.

Buckingham, D., & Willett, R. (2022). Constructing children as consumers. In The Routledge international handbook of children, adolescents, and media (pp. 49-56). Routledge.

Greenfield, P. M. (2016). Social change, cultural evolution, and human development. Current Opinion in Psychology, 8, 84-92.

Griffiths, Mark D., Daria J. Kuss, and Zsolt Demetrovics. 2014. “Social Networking Addiction: An Overview of Preliminary Findings.” In Behavioral Addictions, edited by Kenneth Paul Rosenberg and Laura Curtiss Feder, 119–141. San Diego: Academic Press.

Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and Use of Mobile Media Devices by Young Children. Pediatrics, 136(6), 1044-1050.

Lemish, D. (Ed.). (2022). The Routledge International Handbook of Children, Adolescents, and Media (2nd ed.). Routledge

Livingstone, S., 2008. Internet literacy: Young people’s negotiation of new online opportunities. MIT Press.

Marsh, J., Brooks, G., Hughes, J., Ritchie, L., Roberts, S. & Wright, K., 2005. # Digital beginnings: Young children’s use of popular culture, media and new technologies.

McDaniel, B. T., & Radesky, J. S. (2018). Technoference: Parent distraction with technology and associations with child behavior problems. Child development, 89(1), 100-109.

Persson, Petra, and Maya Rossin-Slater. 2018. “Family Ruptures, Stress, and the Mental Health of the Next Generation.” American Economic Review

Prensky, M. (2009). H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom. Innovate: Journal of Online Education, 5(3)

Richert, R.A., Robb, M.B., Fender, J.G. & Wartella, E., 2010. Word Learning From Baby Videos. Archives of Pediatrics & Adolescent Medicine, 164(5), pp.432-437.

Sefton-Green, J., Marsh, J., Erstad, O. & Flewitt, R., 2016. Establishing a research agenda for the digital literacy practices of young children: A white paper for COST Action IS1410.

Sparrow, B., Liu, J., & Wegner, D. M. (2011). Google effects on memory: Cognitive consequences of having information at our fingertips. Science, 333(6043), 776-778.

Twenge, J.M., 2017. iGen: Why Today’s Super-Connected Kids Are Growing up Less Rebellious, More Tolerant, Less Happy–and Completely Unprepared for Adulthood–and What That Means for the Rest of Us. Atria Books.

Twenge, Jean M., and W. Keith Campbell. 2019. “Media Use Is Linked to Lower Psychological
Well-Being: Evidence from Three Datasets.” Psychiatric Quarterly

Vogel, Erin A., Jason P. Rose, Lindsay R. Roberts, and Katheryn Eckles. 2014. “Social Comparison, Social Media, and Self-Esteem.” Psychology of Popular Media Culture

We Are Social. 2021. Digital 2021 April Global Statshot Report. New York: We Are Social

Awareness and Acceptance: We must be aware of an emotion before releasing it. Sometimes, all it takes to release emotion is to become aware of it, accept it without judgment, and give yourself permission to feel it.

-It’s easier to say than actually be aware of our feelings. This is because our emotions can overwhelm us in the moment, making it hard to recognize them for what they are. Or we avoid them or put them aside for situational reasons. Naming emotions can be helpful in this case. This is also a way to educate toddlers about feelings and regulate them.

Paul Ekman/Based on Robert Plutchik’s emotional wheel

• 행복 (Joy)
• 슬픔 (Sadness)
• 무서움 (Fear)
• 화남 (Anger)
• 놀람 (Surprise)
• 경멸 (Contempt)
• 역겨움 (Disgust)

• 사랑 (Love)
• 질투 (Jealousy)
• 부러움 (Envy)
• 자존감 (Pride)
• 희망 (Hope)
• 절망 (Despair)
• 후회 (Regret)
• 수치 (Shame)
• 기대 (Anticipation)
• 실망 (Disappointment)
• 안도 (Relief)
• 혼란 (Confusion)
• 호기심 (Curiosity)
• 고독 (Loneliness)
• 무관심 (Indifference)
• 당황 (Embarrassment)

Deep Breathing & Meditation: These practices can help calm the mind and recognise suppressed feelings. One of the mindfulness-based stress reduction (MBSR) showed that an 8-week meditation training can significantly reduce symptoms of anxiety and panic.

Visualization: Imagining scenarios where we confront the cause of your suppressed emotion or visualizing the emotion as a physical entity leaving your body can be effective.

Using Data Visualizations to Foster Emotion Regulation during Self-Regulated Learning with Advanced Learning Technologies: A Conceptual Framework https://dl.acm.org/doi/pdf/10.1145/3027385.3027440

Bodywork: Techniques such as somatic experiencing can help release emotions stored in the body.

https://www.tandfonline.com/doi/epdf/10.1080/20008198.2021.1929023?needAccess=true&role=button

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References:

Peterson, L.G. and Pbert, L., (1992). Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders. Am J Psychiatry, 149(7), pp.936-943.

Stowell, L. and James, A. (2018). Looking After Your Mental Health. Illustrated by N. Leschnikoff. Usborne Publishing

During an intervention involving engaging in dialogue with participants, I encountered feedback highlighting the difficulty of conjuring up personal images within a limited timeframe. This led me to question whether the issue was rooted in a lack of concentration or perhaps a deficiency in imagination itself rather than an aspect of visual thinking or other cognitive streams. Some participants expressed uncertainty about how to handle the information that becomes lost in the process of translating images into words, further underscoring the challenge of envisioning personal imagery. This feedback prompted me to reflect on alternative research subjects, recognizing the complexity of the relationship between imagination and communication.

When asked to imagine what they want to achieve and to envision themselves having accomplished it, many people question whether this is so obvious that it even requires imagination. Personally, I didn’t believe in affirmations of the ‘miracle’ kind.

However, I consider this sort of visualisation a valuable exercise in understanding how our thoughts are formed and where the ingredients for those thoughts come from. Contrary to expectations, responses were delayed. I reached out to some participants to ask what made this exercise challenging for them. They shared that closing their eyes and visualising something was difficult; distractions made 3 minutes feel like an eternity, and they were unsure of how to answer since they hadn’t given such thoughts much consideration in their daily lives.

I thought this project would bridge the gap between modern media consumption and our emotional and cognitive responses. Also providing them with moments of pause and reflection in their daily lives.

However, following feedback, I decided to modify the intervention to allow participants to engage more easily through visuals and streamlined responses guided by videos. This process made me aware of the challenges we face in balancing the digital and the physical world.

Maurice Merleau-Ponty argues that if we can eradicate the tendency to think of objects as existing independently and the inclination to think abstractly in a way that distorts the real world, the world as we truly experience it, then we can begin to see and express the world and truth more as they actually are.

In essence, we must return to the primary experience of the world. The world exists prior to all analysis; it is already there. Perception must take precedence at this primary level. What is given in perception is the natural environment in which all reasoning or experience takes place. This world surrounds humans, and it’s within this world that they live and dwell. Therefore, humans don’t face the world but always comprehend themselves as being within the world. When perceiving an object, our consciousness is not, strictly speaking, knowing the object but rather knowing our consciousness of that object. Therefore, the true meaning of things is found within ourselves. He believed that the body is the origin of human existence. He viewed consciousness as a sensation spread across the body, which forms the basis of existence.

In our modern era, characterized by technology, disconnection, and often a sense of alienation from our environment, Merleau-Ponty’s ideas are more relevant than ever. They remind us that we are not mere spectators but active participants in the world. We should not try to dominate or control it but rather engage with it with awareness, respect, and empathy.

His ideas challenge us to see the environment not merely as a resource to be used but as a living space we share with other beings. The environmental crises we face today can be seen as a manifestation of our failure to recognize this essential interconnectedness.

In an age of ever-advancing digital media, the intersection of Jean Baudrillard’s theory of simulacra and Maurice Merleau-Ponty’s phenomenology offers a provocative lens through which to understand our contemporary situation.

Baudrillard’s concept of simulacra refers to the substitution of reality with its representation. In his seminal work “Simulacra and Simulation,” he argues that in a hyperreal society, the distinction between reality and representation dissolves, leaving us with only the signs and symbols that mimic reality. This process manipulates our perception, making us question what is real and what is an illusion.

Merleau-Ponty’s phenomenology, on the other hand, emphasizes the importance of perception and our lived experience within the world. He posits that perception is a primary form of understanding, arguing that our body is not an object but an expressive space intimately tied to the world. Unlike Baudrillard’s disillusion with reality, Merleau-Ponty sees the potential for genuine engagement with the world through our bodies.

The interplay of these two philosophical positions illuminates the complexity of modern digital media. On the one hand, the virtual realities and online landscapes we inhabit might be seen as perfect exemplars of Baudrillard’s simulacra – detached from physical reality yet determining our perceptions and behaviours. These virtual realms can be so convincing that we risk losing touch with the tangible world, becoming entrapped in a cycle of artificiality where symbols replace substance.

References

Merleau-Ponty, M., Landes, D.A. (trans.) (2012) Phenomenology of Perception London: Routledge.

Baudrillard, J. (1994). Simulacra and Simulation. Translated by S. F. Glaser. Ann Arbor, Mich.: University of Michigan Press

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?

As I picked up another version of a book on action research written by Jean Mcniff after completing a tutoring session, I found myself at odds with the current tide of efficiency. We live in a time where tools like ChatGPT and other AI-driven technologies streamline information, providing quick answers and saving time. But why, in this environment, did I feel the urge to revisit a traditional book?

I began to reflect on my relationship with reading. In my life, reading has been a sanctuary, a space for contemplation and connection with ideas. It meant that I had the freedom to refuse the pre-made images and escape the temporal continuity of the movie. But more recently, the pace of life and the promise of efficiency have been pulling me away from this practice. Tools that can summarize books in minutes or answer complex questions in seconds have become more alluring. The convenience they offer is undeniable, and I found myself succumbing to these modes of learning and thinking.

The last month has been special. I immersed myself in books on my interest and spent time researching. That time felt somewhat like a vacation. But strangely, I also felt mixed emotions, as if I had wasted time somewhere.

Yet, as I turned the pages of a book, I realized something profound was missing in those compressed, AI-generated insights. The process of reading, the slow unravelling of thoughts, the engagement with the text, and the private dialogue between the reader and the author create a reflective experience that goes far beyond efficiency.

In reading a book, I found that I wasn’t just absorbing information; I was engaging in an introspective process, examining my thoughts and beliefs. Each chapter prompted me to reflect on my understanding of the subject, question my assumptions, and deepen my insights. It was not a mere transfer of knowledge but a transformative experience that prompted growth and personal development.

I began to see that my pursuit of efficiency had cost me something essential. The slow, deliberate act of reading allowed me to see nuances, make connections, and develop a more profound understanding of the material and, in turn, of myself. It reminded me that not everything that is valuable can be measured in time saved or tasks accomplished.

In a world where efficiency is often regarded as the highest virtue, the act of reading books may seem outdated. But as I reflected on my experience, I recognized that the very inefficiency of reading was its virtue. It was a space for contemplation, a respite from the relentless pace of life, and a means of engaging with ideas on a deeper level.

The return to books was more than a choice; it was a reconnection with a part of myself that I had neglected. It was a reminder that efficiency has its place but that it must not overshadow the deeper, reflective practices that nourish our minds and souls.

In this fast-paced, technologically driven world, the decision to read a book became an act of resistance and a commitment to a practice that values depth, reflection, and personal growth over sheer efficiency. It was a reminder that some things should not be rushed, and that the journey, with its thoughtful pace and reflective pauses, is as valuable as the destination.

However, I’m in two minds about continuing my reading because I realized I should consider the time limit. I couldn’t shake off the idea of efficiency. The process of reading words and sentences, having a slow conversation with the author, felt valuable in itself. What is that something gained from ‘wasting’ time?

I didn’t find a definite answer. I just enjoyed reading, and all the emotions I felt during that time seemed to enrich me. Perhaps that’s precisely the value of reading books.

Efficiency, technology, wasting time; how are all these intertwined with the experience of reading? I’m still not sure. But the thought occurred to me that it might be the special part of reading books. A part where I don’t have to strive to find an answer but just feel and experience.

1. Identifying a Problem: The process starts by identifying a problem or an area of interest that needs improvement.
2. Planning: Once the problem has been identified, the next step is to develop a plan of action. This plan is typically based on a hypothesis or an educated guess about what might solve the problem.
3. Action: This step involves implementing the plan and observing what happens. It may include changes in practice or introducing new techniques, strategies, or interventions.
4. Observation and Reflection: After the action, there’s a period of observation and reflection on what occurred. Data are collected and analyzed to understand the effects of the action. This can include both quantitative data (e.g., test scores, attendance rates) and qualitative data (e.g., interviews, observations).
5. Evaluation: The effectiveness of the action is evaluated in light of the collected data. Did the action lead to the desired change? Were there unexpected outcomes? What can be learned from the experience?
6. Revision: Based on the reflections and evaluations, the action plan may be revised, and the cycle begins anew. This might mean tweaking the original plan, trying a new approach, or even identifying a new problem to tackle.
7. Sharing Findings: Often, action research is conducted with the goal of sharing findings with a broader audience. This might include other practitioners, researchers, or stakeholders interested in the area of inquiry.

The goal of action research is not only to solve immediate problems but to contribute to deeper understanding and improvement in practice. It’s a highly participative approach, often involving those who are affected by the problem or issue being studied.

For example, teachers might use action research to explore new teaching methods, assess the impact of different interventions on student learning, or develop more inclusive classroom practices. It can be a powerful tool for professional development and organizational change.

Action research is typically characterized by its cyclical nature, its focus on practical problems, and its commitment to involving practitioners in the research process. It’s less about generalizing findings to broader populations and more about generating knowledge that’s relevant and actionable in a specific context or setting.

This week was a deep thinking week, a time to just think without any inputs or outputs, and although I was looking forward to this time immensely, I found myself constantly disconnecting and reconnecting my stream of thought to do what needed to be done without being completely blocked by external intervention.

While I don’t have the luxury of living in complete solitude at the lake like Thoreau’s Walden, I can observe how the flow of my thoughts changes in the process of connecting with them.

As the week progressed, the distinction between internal and external distractions began to blur. The more I tried to isolate my thoughts, the more I realized how intertwined they were with the world around me. Just as Thoreau was not entirely isolated in Walden – he had visitors, went into town, and was very much still a part of the society – so too was I not free from the tendrils of the external world that reached into my sanctum of reflection.

It was curious how a gust of wind or the distant hum of a car would pull me out of a deep contemplative state. And yet, each of these moments provided a unique realization. There’s a certain beauty in the unpredictability of one’s thoughts, a dance between the internal and external worlds. It’s a reminder that while solitude can be sought, true isolation is an illusion.

I began to shift my approach. Instead of attempting to control or block out the external influences, I decided to incorporate them into my reflection. I imagined my thoughts as a flowing river, sometimes rushing, sometimes meandering, but always in motion. The external sounds and distractions became like pebbles in the river, altering its course slightly but never stopping its flow. They were not intrusions but rather additions to the narrative of my reflection.

By the end of the week, I had deepened my understanding of my own thought processes and the world’s inherent interconnectedness. Our minds are not isolated sanctuaries. They are living, breathing ecosystems that interact with everything around us. This realization brought with it a sense of humility and a newfound appreciation for the small, seemingly insignificant moments that shape our inner lives.

I invited 20 participants, half from South Korea’s creative industry and half as a control group.
They were chosen based on their interest in affirmations and visualisation meditation. The
intervention kit contained instructions and a feedback form, which was sealed to avoid bias.
Participants were to return the paper after a week’s practice.

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Page 1 Seek serenity. Find comfort. Experience the gentle power of mindfulness right where you are. Breathe, relax, and visualize your dreams unfolding. Embrace yourself with kindness and gratitude. Join us on this journey inward, starting today. Tranquillity awaits.

Page 2 Dear Dreamers,

We often rush through our daily routines, forgetting to take a moment for ourselves. But in the midst of this fast-paced world, have you ever considered the power of mindful relaxation?

Research suggests that taking a few moments each day to relax and reflect can significantly improve our physical health, mental well-being, and overall life satisfaction. But how can we incorporate this practice into our busy schedules?

We invite you to join us in a simple and meaningful exercise. It’s easy to follow, requires no special equipment, and can be done from the comfort of your own home, office, or any other quiet place. It’s all about finding comfort in your own body, focusing your mind, and visualizing your aspirations.

We promise it won’t take much of your time – just a few minutes a day can make a difference.

We are excited for you to join us and can’t wait to hear about your experiences.

Warm Regards,

Jung 

Page 3

1. Choose a quiet place.

2. Find a comfortable posture.

3. Find a point of focus. It could be between your eyes, nostrils, the centre of your chest,   navel, or even your left toe.

4. Breathe naturally and try to relax your body tension.

5. Think about what you want to achieve. Visualize it in detail.

6. Pat your shoulder with a thankful heart and give yourself a  compliment for doing well.

Page 4

As you reflect on your process of visualisation over the past week, we’d like to ask you to answer a few questions.

1. Can you describe the process you use to form a mental image? Do you start with a specific detail, or do you see the image as a whole?

2. What role do your senses play in your ability to visualize images?

3. Do you notice if the images you create are influenced more by recent experiences or long-term memories?

4. How would you describe the clarity of your mental images? Are they vivid and detailed or more abstract and vague?

5. Did you experience any internal dialogue while visualizing? What was the language used during this process?

6. How do your emotional states affect the images you create? Do certain emotions enhance or reduce your ability to visualize?

7. How many days have you been practising this technique?

If you’ve encountered any difficulties, could you please share what they were?

These questions are intended to facilitate an understanding of individual differences in the process of visualisation and the nature of the mental images we create.