Vesselina Valkanova, Yotka Pancheva
Sofia University “St. Kliment Ohridski”
https://doi.org/10.53656/str2023-3-4-tru
Abstract. This paper presents a pedagogical model for academic journalism and mass communication education that is based on visual and media literacy. The work contributes to the discussion of post-truth issues that continue to challenge traditional ways of teaching journalism, media literacy and visual communication in the digital age. The learning model theoretically deconstructs visual information disorder, from new forms of visual text to an examination of economic, ideological and power relations in journalistic products. Its aspect is based on projects for the practical improvement of visual, media and communication skills. The ultimate goal of this pedagogy is to develop students’ knowledge and skills so that, for each news story, they are interested in questions relating to the accuracy of sources, patterns of visual communication and ways of conveying meaning.
Keywords: media literacy; visual communication; pedagogy; journalism; critical thinking; digital literacy
