Elogio della visual literacy

Autori

  • Stefano Calabrese Università di Modena e Reggio Emilia
  • Valentina Conti Università di Modena e Reggio Emilia
  • Ludovica Broglia Università di Modena e Reggio Emilia

DOI:

https://doi.org/10.13130/2037-2426/15084

Parole chiave:

Visual storytelling, graphic novel, processi front-end/back-end, segmentazione, omissione, ragionamento inferenziale

Abstract

Le recenti acquisizioni neuroscientifiche e la loro applicazione in ambito estetico e narratologico offrono un’ulteriore spiegazione alla massiccia diffusione delle immagini avvenuta negli ultimi decenni anche a livello narrativo e ci permettono di comprendere ancora più a fondo il motivo e il modo in cui veniamo catturati dalle rappresentazioni iconiche: esse attivano meccanismi di simulazione incarnata (embodied simulation) delle azioni, delle emozioni e delle sensazioni corporee in esse raffigurate, garantendo un’esperienza immersiva più ‘diretta’, rispetto alla sola lettura di un testo verbale. Il visual storytelling è pertanto considerato una tipologia narrativa proto-adamitica rispetto a quella verbale, in quanto rappresenta una dotazione biologica e cognitiva disponibile all’uomo per trasmettere concetti in maniera semplificata o più emozionalmente attraente; di contro, è provato che quando leggiamo un testo trasformiamo in immagini i concetti, esattamente come accade nelle metafore. Esistono diversi studi sperimentali che mostrano le potenzialità del visual storytelling per lo sviluppo di alcune capacità, in particolare competenza inferenziale-predittiva-esplicativa; pensiero critico; empatia e transportation; pensiero sequenziale; etichettatura di frames e scripts; memoria e apprendimento.

Riferimenti bibliografici

Anderson, Tory S., e Gatech Edu. “Goal reasoning and narrative cognition.” Goal Reasoning: Papers from the ACS Workshop, 2015, pp. 1-9.
Andreani, Nicola, Il graphic novel. Il fumetto spiegato a mio padre. Nicola Pesce Editore, 2014.
Baetens, Jan, e Hugo Frey. The graphic novel: an introduction. Cambridge University Press, 2014.
Baldassano, Christopher, et al. “Discovering event structure in continuous narrative perception and memory.” Neuron, vol. 95, no. 3, 2017, pp. 709-21.
Bonawitz, Elizabeth Baraff, et al. “Just do it? Investigating the gap between prediction and action in toddlers’ causal inferences.” Cognition, vol. 115, no. 1, 2010, pp. 104-17.
Boucart, Muriel, et al. “Scene categorization at large visual eccentricities.” Vision Research, vol. 86, 2013, pp. 35-42.
Cohn, Neil. “A visual lexicon.” Public Journal of Semiotics, vol 1, no. 1, 2007, pp. 35-56.
Cohn, Neil, e Martin Paczynski. “Prediction, events, and the advantage of Agents: The processing of semantic roles in visual narrative.” Cognitive Psychology, vol. 67, no. 3, 2013, pp. 73-97.
Cohn, Neil, e Marta Kutas. “What’s your neural function, visual narrative conjunction? Grammar, meaning, and fluency in sequential image processing.” Cognitive research: principles and implications, vol. 2, n. 1, 2017, pp. 1-13.
Damasio, Antonio. Lo strano ordine delle cose. Traduzione di Silvio Ferraresi, Adelphi, 2018.
De Giovanni, Massimiliano. Scrivere a fumetti. Manuale di scrittura creativa e narrazione per immagini. Kappalab, 2014.
Dehaene, Stanislas. I neuroni della lettura. Traduzione di Corrado Sinigaglia, Raffaello Cortina, 2009.
Dorr, Michael, et al. “Variability of eye movements when viewing dynamic natural scenes.” Journal of vision, vol. 10, n. 10, 2010, pp. 1-17.
DuBrow, Sarah, e Lila Davachi. “Temporal binding within and across events.” Neurobiology of learning and memory, vol. 134, 2016, pp. 107-14.
Zadunaisky Ehrlich, Sara. “Argumentative discourse of kindergarten children: Features of peer talk and children-teacher talk.” Journal of Research in Childhood Education, vol. 25, no. 3, 2011, pp. 248-67.
Girard, Lisa-Christine, et al. “Educators’ literacy practices in two emergent literacy contexts.” Journal of Research in Childhood Education, vol. 27, n. 1, 2013, pp. 46-60.
Gopnik, Alison, et al. “A theory of causal learning in children: causal maps and Bayes nets.” Psychological review, vol. 111, no. 1, 2004, pp. 3-32.
Groensteen, Thierry. The system of comics. University Press of Mississippi, 2007.
----. Comics and Narration. University of Mississippi, 2013.
Hafri, Alon, et al. “Getting the gist of events: Recognition of two-participant actions from brief displays.” Journal of Experimental Psychology: General, vol. 142, no. 3, 2013, pp. 880-905.
Hatfield, Charles. Alternative comics: An emerging literature. University Press of Mississippi, 2005.
Hutson, John P., et al. “Understanding moment‐to‐moment processing of visual narratives.” Cognitive science, vol. 42, no. 8, 2018, pp. 2999-3033.
Jimura, Koji, et al. “The neural basis of task switching changes with skill acquisition.” Frontiers in human neuroscience, vol. 8, 2014, pp. 339-48.
Kurby, Christopher A., e Jeffrey M. Zacks. “Segmentation in the perception and memory of events.” Trends in cognitive sciences, vol. 12, no. 2, 2008, pp. 72-9.
----. “Starting from scratch and building brick by brick in comprehension.” Memory & cognition, vol. 40, no. 5, 2012, pp. 812-26.
Larson, Adam, e Melinda Lee. “When does scene categorization inform action recognition?.” Journal of vision, vol. 15, no. 12, 2015, pp. 118-28.
Lefèvre, Pascal. “Some medium-specific qualities of graphic sequences.” SubStance,” vol. 40, n. 1, 2011, pp. 14-33.
Legare, Cristine H., et al. “Inconsistency with prior knowledge triggers children’s causal explanatory reasoning.” Child development, vol. 81, no. 3, 2010, pp. 929-44.
Le Meur, Olivier, et al. “Predicting visual fixations on video based on low-level visual features.” Vision research, vol. 47, no. 19, 2007, pp. 2483-98.
Loschky, Lester C., e Adam M. Larson. “The natural/man-made distinction is made before basic-level distinctions in scene gist processing.” Visual Cognition, vol. 18, no. 4, 2010, 513-36.
Loschky, Lester C., et al. “The scene perception & event comprehension theory (SPECT) applied to visual narratives.” Topics in cognitive science, vol. 12, no. 1, 2020, pp. 311-51.
Low, David E. “‘Spaces Invested with Content’: Crossing the ‘Gaps’ in Comics with Readers in Schools.” Children’s literature in education, vol. 43, no. 4, 2012, pp. 368-85.
Magliano, Joseph P., et al. “Generating predictive inferences while viewing a movie.” Discourse Processes, vol. 22, no. 3, 1996, pp. 199-224.
Magliano, Joseph P., et al. “Is reading the same as viewing.” Unraveling the behavioral, neurobiological and genetic components of reading comprehension, a cura di Miller, Brett, et al., Brookes, 2013, pp. 78-90.
Magliano, Joseph P., et al. “The relative roles of visuospatial and linguistic working memory systems in generating inferences during visual narrative comprehension.” Memory & Cognition, vol. 44, no. 2, 2016, pp. 207-19.
Mangen, Anne, e Adriaan Van der Weel. “The evolution of reading in the age of digitisation: an integrative framework for reading research.” Literacy, vol. 50, no. 3, 2016, pp. 116-24.
McCloud, Scott. Understanding Comics: The Invisible Art. HarperPerennial, 1994.
McNamara, Danielle S., e Joe Magliano. “Toward a comprehensive model of comprehension.” Psychology of learning and motivation, vol. 51, 2009, pp. 297-384.
Pantaleo, Sylvia. “Middle-school students reading and creating multimodal texts: A case study.” Education 3-13, vol. 40, no. 3, 2012, pp. 295-314.
----. “Paneling ‘matters’ in elementary students’ graphic narratives.” Literacy Research and Instruction, vol. 52, no. 2, 2013, pp. 150-71.
----. “Matters of design and visual literacy: One middle years student’s multimodal artifact.” Journal of Research in Childhood Education, vol. 27, no. 3, 2013, pp. 351-76.
Postema, Barbara. Narrative structures in comics: Making sense of fragments. RIT Press, 2013.
Radvansky, Gabriel A., e Jeffrey M. Zacks. Event Cognition, Oxford University Press, 2014.
Reed, Helen C., et al. “Preschoolers’ causal reasoning during shared picture book storytelling: A cross-case comparison descriptive study.” Journal of Research in Childhood Education, vol. 29, no. 3, 2015, pp. 367-89.
Swallow, Khena M., et al. “Event boundaries in perception affect memory encoding and updating.” Journal of Experimental Psychology: General, vol. 138, no. 2, 2009, pp. 236-57.
Wallner, Lars. “Gutter talk: Co-constructing narratives using comics in the classroom.” Scandinavian Journal of Educational Research, vol. 63, no. 6, 2019, pp. 819-38.
Wellman, Henry M., e David Liu. “Causal reasoning as informed by the early development of explanations.” Causal learning: Psychology, philosophy, and computation, a cura di Alison Gopnik et al., Oxford University Press, 2007, pp. 261-79.
Wiggins, Sally. Discursive psychology: Theory, method and applications, Sage, 2017.
Wolf, Maryanne. Lettore vieni a casa. Il cervello che legge in un mondo digitale. Traduzione di Patrizia Villani, Vita e Pensiero, 2020.
Zacks, Jeffrey M., et al. “Event perception: a mind-brain perspective.” Psychological bulletin, vol. 133, no. 2, 2007, pp. 273-93.
Zacks, Jeffrey M., et al. “Prediction error associated with the perceptual segmentation of naturalistic events.” Journal of Cognitive Neuroscience, vol. 23, no. 12, 2011, pp. 4057-66.
Zunshine, Lisa. “What to expect when you pick up a graphic novel.” SubStance, vol. 40, n.1, pp. 114-34.

Dowloads

Pubblicato

09-07-2021

Come citare

Calabrese, S., Conti, V., & Broglia, L. (2021). Elogio della visual literacy. ENTHYMEMA, (27), 90–113. https://doi.org/10.13130/2037-2426/15084

Fascicolo

Sezione

Saggi
Ricevuto 2021-01-22
Accettato 2021-05-28
Pubblicato 2021-07-09