Learning Visual Literacies and Subjectivity through the Production of Art and Digital Media Portfolios

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My aim in this paper is to explore the relationship between learning visual literacies during the process of creating a portfolio, and the construction of university students’ subjectivities from a narrative perspective. For the last four years, I have been teaching art education and audiovisual communication in a pre-service teacher education context at the Universitat Autònoma de Barcelona. Mainly, I will focus on the analysis of visual modes of telling others about our learning and knowledge through the production of art and digital media portfolios. I will present different narratives of learning produced by the students that illustrate how visual storytelling has empowered the process of producing a portfolio. Therefore, I will narratively reconstruct the process of creating these stories in order to understand how the students visually represent learning and subjectivity. I will explore the role of autobiography, reflexivity, intertextuality and metanarrative in creating art and digital media portfolio, as a new place where learning and subjectivity intersect.


Keywords: Visual Literacies, Portfolio, Pre-service Teacher Education, Narrative Inquiry
Stream: Literacy, Language, Multiliteracies; Languages Education and Second Language Learning
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.


Dr Montserrat Rifà-Valls

Assistant Professor, Art Education
Faculty of Education, Universitat Autònoma de Barcelona

Barcelona, Spain

Ph.D in curriculum studies and member of the research project: The Impact of Social Change in Higher Education Staff, Professional Life and Work (Universitat de Barcelona). She also teaches curriculum and art education in pre-service teacher education courses at the Faculty of Education (Universitat Autònoma de Barcelona.

Ref: L09P1540