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INTERACTIVE TEXT-IMAGE CONCEPTUAL MODELS FOR LITERARY INTERPRETATION AND COMPOSITION IN THE DIGITAL AGE

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Date Issued:
2010
Abstract/Description:
This dissertation focuses on text-image conceptual models for literary interpretation and composition in the digital age. The models investigate an interactive blend of textually-based linear-sequential approaches and visually-based spatial-simultaneous approaches. The models employ Gestalt-inspired figure-ground segregation models, along with other theoretical models, that demonstrate the dynamic capabilities of images as conceptual tools as well as alternate forms of text. The models encourage an interpretative style with active participants in open-ended, multi-sensory meaning-making processes. The models use the flexible tools of modern technology as approaches to meaning-making with art strategies used for research strategies as well as a means to appreciate reading and writing in the context of an increasingly visual environment.
Title: INTERACTIVE TEXT-IMAGE CONCEPTUAL MODELS FOR LITERARY INTERPRETATION AND COMPOSITION IN THE DIGITAL AGE.
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Name(s): Weaver, Elizabeth, Author
Saper, Craig, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This dissertation focuses on text-image conceptual models for literary interpretation and composition in the digital age. The models investigate an interactive blend of textually-based linear-sequential approaches and visually-based spatial-simultaneous approaches. The models employ Gestalt-inspired figure-ground segregation models, along with other theoretical models, that demonstrate the dynamic capabilities of images as conceptual tools as well as alternate forms of text. The models encourage an interpretative style with active participants in open-ended, multi-sensory meaning-making processes. The models use the flexible tools of modern technology as approaches to meaning-making with art strategies used for research strategies as well as a means to appreciate reading and writing in the context of an increasingly visual environment.
Identifier: CFE0003008 (IID), ucf:48335 (fedora)
Note(s): 2010-05-01
Ph.D.
Arts and Humanities, Department of English
Doctorate
This record was generated from author submitted information.
Subject(s): visual literacy
learning strategies
Gestalt
linear-sequential
spatial-simultaneous
flexible digital tools
concrete poetry
multi-sensory learning approaches
electronic technology
open-ended learning
literature
composition
literary terminology
pedagogy
deformance
metaphor
art appreciation
framing
inventive rhetoric
taxonomy
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003008
Restrictions on Access: campus 2011-10-27
Host Institution: UCF

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