Memes in teaching and learning processes: a semiotics of cognitive activation
DOI:
https://doi.org/10.7346/sird-022022-p23Parole chiave:
Meme; teaching strategies;cognitive activation;Abstract
I meme sono ormai diventati una presenza costante nei social per connotare importanti eventi sociali, politici e culturali. Grazie alla loro potenza comunicativa che con una immagine e poche righe di testo sintetizza un concetto in modo ironico, il loro utilizzo si è diffuso anche nei contesti didattici scolastici ed universitari come innovativo mediatore nei processi di insegnamento/apprendimento. La struttura del meme veicola un concentrato di senso e per essere decodificato correttamente richiede un notevole sforzo cognitivo che comporta la conoscenza di un insieme di elementi “enciclopedici” su di uno specifico dominio disciplinare, ad esempio la matematica o la letteratura. Proprio questa caratteristica semiotica rivela le sue potenzialità nella didattica come strumento di attivazione cognitiva e di supporto alla valutazione formante: il docente infatti può proporre egli stesso dei meme o farli realizzare dagli studenti: in entrambi i casi dovrà verificarne la corretta interpretazione fornendo un feedback immediato sui significati associati al meme. I meme vanno però utilizzati con attenzione poiché possono anche generare sovraccarico cognitivo e veicolare stereotipi cognitivi o culturali e sono da considerarsi non sostitutivi ma un utile complemento alle strategie didattiche attive tradizionali.
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