Argument Maps as Tools to Support the Development of New Media Literacies: a Systematic Review
DOI:
https://doi.org/10.7346/-fei-XXI-03-23_07Palavras-chave:
Argument Maps, multimodal contexts, post-digital, new media literaciesResumo
The post-digital era is characterised by the vast presence of platforms that impose their digital affordances and algorithmic control on our behaviour. This environment is challenging education and training, with implications for digital and transmedial literacy. Investigating instructional methodologies is crucial to fostering critical comprehension of such novel informational environments. Argument maps (AMs), which were first created and evaluated in static information contexts (analogical/old web), could be useful in the emergence of dynamic (post-digital) textual forms. The current paper describes a comprehensive literature review based on the above assumptions. We looked into state-of-the-art research on using AMs to handle dynamic information. We found 150 papers using a PRISMA procedure and then examined 19 of them. Our review produced pertinent data about the current state of AMs, including the types of texts on which they are used and the tools (especially digital and artificial intelligence [AI]-based) that have been employed. Our research lays the groundwork for teaching the literacies needed in new informational settings, such as multimodal, dynamic, algorithmic and data-driven contexts, with a specific focus on AMs as effective mediational tools.
Referências
Alotto, P. (2021). Laboratorio di argomentazione: Guida al critical thinking e all’argument thinking. In A. Sani & A. Linguiti (A cura di), Sinapsi. Storia della filosofia. Protagonisti, percorsi, connessioni. La Scuola editrice.
Balaban-Sali, J. (2012). New media literacies of communication students. Contemporary Educational Technology, 3(4). https://doi.org/10.30935/cedtech/6083
Bowman, T. (2016). Library guides: Literature review: Systematic literature reviews. Charles Sturt University. https://libguides.csu.edu.au/review/Systematic
Breiman, L. (2001). Statistical modeling: The two cultures (with comments and a rejoinder by the author). Statistical Science, 16(3), 199–231. https://doi.org/10.1214/ss/1009213726
Brooke, M. (2015). Deconstructing academic persuasive essays by constructing argument maps and analysing means of persuasive appeal. Pertanika Journal: Social Sciences & Humanities, 23, 113–126. http://www.pertanika.upm.edu.my/pjtas/browse/regular-issue?article=JSSH-S0008-2015
Buckingham, D. (2006). Media education. Alfabetizzazione, apprendimento e cultura contemporanea. Edizioni Erickson.
Butchart, S., Forster, D., Gold, I., Bigelow, J., Korb, K., Oppy, G., & Serrenti, A. (2009). Improving critical thinking using web based argument mapping exercises with automated feedback. Australasian Journal of Educational Technology, 25(2), Art. 2. https://doi.org/10.14742/ajet.1154
Calvani, A., Fini, A., & Ranieri, M. (2009). La competenza digitale nella scuola. Modelli teorici e strumenti di valutazione. International Journal of Developmental and Educational Psychology, 4(1).
Carmi, E., Yates, S. J., Lockley, E., & Pawluczuk, A. (2020). Data citizenship: Rethinking data literacy in the age of disinformation, misinformation, and malinformation. Internet Policy Review, 9(2). https://doi.org/10.14763/2020.2.1481
Carretero, G. S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. JRC Publications Repository. https://doi.org/10.2760/38842
Carrington, M., Chen, R., Davies, M., Kaur, J., & Neville, B. (2011). The effectiveness of a single intervention of computer‐aided argument mapping in a marketing and a financial accounting subject. Higher Education Research & Development, 30, 387–403. https://doi.org/10.1080/07294360.2011.559197
Chiang, K.-H., Fan, C.-Y., Liu, H.-H., & Chen, G.-D. (2016). Effects of a computer-assisted argument map learning strategy on sixth-grade students’ argumentative essay reading comprehension. Multimedia Tools and Applications, 75(16), 9973–9990. https://doi.org/10.1007/s11042-015-2904-y
Colombo, A. (2018). Il testo argomentativo: Presupposti pedagogici e modelli di analisi. In A. Colombo (A cura di), Quaderni del Giscel: Vol. 11. I pro e i contro (pp. 59-–84). La Nuova Italia. https://giscel.it/wp-content/uploads/2018/04/Adriano-Colombo-Il-testo-argomentativo-Presupposti-pedagogici-e-modelli-di-analisi.pdf
Cortiana, P. (2017). Multimodalità e scrittura tradizionale a confronto: Un intervento nella scuola secondaria. Italian Journal of Educational Technology, 25(3). https://doi.org/10.17471/2499-4324/915
Crudele, F., Raffaghelli, E. J. (in press). Ripensare le mappe argomentative nei nuovi contesti multimodali: Una revisione narrativa della letteratura. Media Education.
Da Lio, E. (2020). Digital and multimodal literacies in foreign language learning: Theories and application. Studia Universitatis Hereditati, 8(2), 65–79. https://doi.org/10.26493/2350-5443.8(2)65-79
Danielsson, K., & Selander, S. (2021). Working with multimodal texts in education. In K. Danielsson & S. Selander (A cura di), Multimodal texts in disciplinary education (pp. 25–43). Springer. https://doi.org/10.1007/978-3-030-63960-0_4
Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. VOCEDplus. NCVER’s international tertiary education and research database. https://www.voced.edu.au/content/ngv:49812
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2010). The evaluation of argument mapping as a learning tool: Comparing the effects of map reading versus text reading on comprehension and recall of arguments. Thinking Skills and Creativity, 5(1), 16–22. https://doi.org/10.1016/j.tsc.2009.05.001
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2013). An examination of the effects of argument mapping on students’ memory and comprehension performance. Thinking Skills and Creativity, 8, 11–24. https://doi.org/10.1016/j.tsc.2012.12.002
Eftekhari, M., & Sotoudehnama, E. (2018). Effectiveness of computer-assisted argument mapping for comprehension, recall, and retention. ReCALL, 30(3), 337–354. https://doi.org/10.1017/S0958344017000337
Erickson, K. J. (2018). The future of network effects: Tokenization and the end of extraction. Public Market. https://medium.com/public-market/the-future-of-network-effects-tokenization-and-the-end-of-extraction-a0f895639ffb
Fan, C.-Y., & Chen, G.-D. (2021). A scaffolding tool to assist learners in argumentative writing. Computer Assisted Language Learning, 34(1–2), 159–183. https://doi.org/10.1080/09588221.2019.1660685
Frau-Meigs, D. (2019). Information disorders: Risks and opportunities for digital media and information literacy? Medijske Studije, 10(19), 10–28. https://doi.org/10.20901/ms.10.19.1
Ganino, G. (2020). Riduzione carico cognitivo estraneo e apprendimenti multimediali in un ambiente di web conference. Reports on E-Learning, Media and Education Meetings, 8(1), 234–239. https://www.je-lks.org/ojs/index.php/R-EMEM/article/view/1135272
Gargouri, C., & Naatus, M. K. (2017). An experiment in mind-mapping and argument-mapping: Tools for assessing outcomes in the business curriculum. E-Journal of Business Education and Scholarship of Teaching, 11(2), 39–78.
Gould, R. (2017). Data literacy in statistical literacy. Statistics Education Research Journal, 16(1). https://doi.org/10.52041/serj.v16i1.209
Gouseti, A., Bruni, I., Ilomäki, L., Lakkala, M., Mundy, D., Raffaghelli, J. E., Ranieri, M., Roffi, A., Romero, M., & Romeu, T. (2021). Critical digital literacies framework for educators - DETECT project report 1. [Report, Project DETECT, Zenodo]. https://doi.org/10.5281/zenodo.5070329
Gürkan, A., Iandoli, L., Klein, M., & Zollo, G. (2010). Mediating debate through on-line large-scale argumentation: Evidence from the field. Information Sciences, 180(19), 3686–3702. https://doi.org/10.1016/j.ins.2010.06.011
Hobbs, R. (2020). Propaganda in an age of algorithmic personalization: Expanding literacy research and practice. Reading Research Quarterly, 55(3), 521–533. https://doi.org/10.1002/rrq.301
Howell, E. (2017). Expanding argument instruction: Incorporating multimodality and digital tools. Journal of Adolescent & Adult Literacy, 61(5), 533–542. https://doi.org/10.1002/jaal.716
Indrawatiningsih, N., Purwanto, P., As’ari, A. R., & Sa’dijah, C. (2020). Argument mapping to improve student’s mathematical argumentation skills. TEM Journal, 9(3), 1208–1212. Scopus. https://doi.org/10.18421/TEM93-48
Kabataş Memi̇ŞMemi̇ş, E., & Karakuş, E. (2021). An evaluation of academic achievements through the use of argument and concept maps embedded in argumentation based inquiry. Asia Pacific Education Review, 22(3), 463–481. https://doi.org/10.1007/s12564-021-09679-9
Kaeppel, K. (2021). The influence of collaborative argument mapping on college students’ critical thinking about contentious arguments. Thinking Skills and Creativity, 40, 100809. https://doi.org/10.1016/j.tsc.2021.100809
Kim, M. K., Kim, N. J., & Heidari, A. (2022). Learner experience in artificial intelligence-scaffolded argumentation. Assessment & Evaluation in Higher Education, 47(8), 1–16. https://doi.org/10.1080/02602938.2022.2042792
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge (trad. it. Multimodalità. Un approccio socio-semiotico alla comunicazione contemporanea, Progedit, 2015).
Lidåker, T. (2018). The potential of argument mapping as a tool for teaching critical thinking in secondary school. [Unpublished Master dissertation]. Linkoping University. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149438
Liu, Q., & Nesbit, J. (2018). Conceptual change with refutational maps. International Journal of Science Education, 40, 1–19. https://doi.org/10.1080/09500693.2018.1515513
Lo Feudo, G. (2018). Serialità narrativa televisiva: Linguaggi e testualità. Filosofi(e)Semiotiche, 5(2), 6. https://doi.org/20.500.11770/288939
Loll, F., & Pinkwart, N. (2013). LASAD: Flexible representations for computer-based collaborative argumentation. International Journal of Human-Computer Studies, 71(1), 91–109. https://doi.org/10.1016/j.ijhcs.2012.04.002
Lupton, D. (2013). Understanding the human machine. IEEE Technology and Society Magazine, 32(4), 25–30. https://doi.org/10.1109/MTS.2013.2286431
Mackenzie, H., Dewey, A., Drahota, A., Kilburn, S., Kalra, P., Fogg, C., & Zachariah, D. (2012). Systematic reviews: What they are, why they are important, and how to get involved. Journal of Clinical and Preventive Cardiology, 1(4). https://www.jcpcarchives.org/full/systematic-reviews--what-they-are-why-they-are-important-73.php
Malmir, A., & Khosravi, F. (2018). The effect of argument mapping instruction on L2 writing achievement across writing tasks and writing components: A case of Iranian EFL learners. Applied Research on English Language, 7(4), 515–540. https://doi.org/10.22108/are.2018.111870.1318
Means, A., Jandrić, P., Sojot, A. N., Ford, D. R., Peters, M. A., & Hayes, S. (2022). The postdigital-biodigital revolution. Postdigital Science and Education, 4(3), 1032–1051. https://doi.org/10.1007/s42438-022-00338-9
Moretti, G. (2010). Lucia Lumbelli (2009): «La comprensione come problema. Il punto di vista cognitivo». Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 1(2). https://www.ledonline.it/index.php/ECPS-Journal/article/view/121
Newman, M., & Gough, D. (2020). Systematic reviews in educational research: Methodology, perspectives and application. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (A cura di), Systematic reviews in educational research: Methodology, perspectives and application (pp. 3–22). Springer Fachmedien. https://doi.org/10.1007/978-3-658-27602-7_1
Nguyen, T. T., Nguyen, Q. V. H., Nguyen, D. T., Nguyen, D. T., Huynh-The, T., Nahavandi, S., Nguyen, T. T., Pham, Q.-V., & Nguyen, C. M. (2022). Deep learning for deepfakes creation and detection: A survey. Computer Vision and Image Understanding, 223. https://doi.org/10.1016/j.cviu.2022.103525
Pangrazio, L., & Selwyn, N. (2019). ‘Personal data literacies’: A critical literacies approach to enhancing understandings of personal digital data. New Media & Society, 21(2), 419–437. https://doi.org/10.1177/1461444818799523
Raffaghelli, J. E. (2017). Data literacy in the context of big and open data: An educational challenge. Formazione & Insegnamento, 15(3), 299–324. https://ojs.pensamultimedia.it/index.php/siref/article/view/2646
Raffaghelli, J. E. (2018). Educators’ data literacy: Supporting critical perspectives in the context of a «datafied» education. In M. K. Borges, L. Menichetti, M. Ranieri (A cura di), Teacher education & training on ict between Europe and Latin America (pp. 91–109). Aracne Editrice. https://doi.org/10.4399/97888255210238
Raffaghelli, J. E. (2022). Educators’ data literacy: Understanding the bigger picture. In L. Pangrazio & J. Sefton-Green (A cura di), Learning to live with datafication: Educational case studies and initiatives from across the world (pp. 80–99). Routledge. https://doi.org/10.4324/9781003136842-5
Raffaghelli, J. E., & Stewart, B. (2020). Centering complexity in ‘educators’ data literacy’ to support future practices in faculty development: A systematic review of the literature. Teaching in Higher Education, 25(4), 435–455. https://doi.org/10.1080/13562517.2019.1696301
Ranieri, M. (2019). Professional development in the digital age. Benefits and constraints of social media for lifelong learning. Form@re - Open Journal per La Formazione in Rete, 19(2), Art. 2. https://doi.org/10.13128/formare-25353
Ranieri, M. (2022). Le competenze digitali degli insegnanti. In R. Biagioli & S. Oliviero (A cura di), Il Tirocinio Diretto Digitale Integrato (TDDI). Il progetto sperimentale per lo sviluppo delle competenze delle maestre e dei maestri (pp. 49–60). Firenze University Press. https://doi.org/10.36253/978-88-5518-587-5.6
Ranieri, M., & Bruni, I. (2018). Digital and media literacy in teacher education: Preparing undergraduate teachers through an academic program on digital storytelling. In J. Cubbage (A cura di), Handbook of research on media literacy in higher education environments (pp. 90–111). IGI Global. Publisher of Timely Knowledge. https://doi.org/10.4018/978-1-5225-4059-5.ch006
Rapanta, C., & Walton, D. (2016). The use of argument maps as an assessment tool in higher education. International Journal of Educational Research, 79, 211–221. https://doi.org/10.1016/j.ijer.2016.03.002
Scolari, C. A. (2019). Dalla alfabetizzazione mediatica all’alfabetizzazione transmediale. In M. Ricciardi (A cura di), DigitCult. Scientific journal on digital cultures (pp. 37–46). Aracne Editrice. https://doi.org/10.4399/97888255263184
Selwyn, N., Hillman, T., Bergviken Rensfeldt, A., & Perrotta, C. (2021). Digital technologies and the automation of education—Key questions and concerns. Postdigital Science and Education, 5, 15-24. https://doi.org/10.1007/s42438-021-00263-3
Simari, G. R., & Rahwan, I. (2009). Argumentation in artificial intelligence. Springer. https://doi.org/10.1007/978-0-387-98197-0
Sönmez, E., Akkas, B. N. Ç., & Memis, E. K. (2020). Computer-aided argument mapping for improving critical thinking: Think better! Discuss better! Write better! International Journal of Contemporary Educational Research, 7(2), 291–306. https://doi.org/10.33200/ijcer.791430
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/0364-0213(88)90023-7
Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. Mayer (A cura di), The Cambridge handbook of multimedia learning (pp. 19–30). Cambridge University Press. https://doi.org/10.1017/CBO9780511816819.003
Twardy, C. (2004). Argument Maps Improve Critical Thinking. Teaching Philosophy, 27(2), 95–116. https://doi.org/10.5840/teachphil200427213
Uçar, B., & Çevik, Y. D. (2021). The effect of argument mapping supported with peer feedback on pre-service teachers’ argumentation skills. Journal of Digital Learning in Teacher Education, 37(1), 6–29. https://doi.org/10.1080/21532974.2020.1815107
van der Brugge, E. (2018). The use of argument mapping in improving critical thinking [Unpublished doctoral dissertation]. University of Melbourne. http://hdl.handle.net/11343/214519
Van Dijck, J. (2014). Datafication, dataism and dataveillance: Big Data between scientific paradigm and ideology. Surveillance & Society, 12(2), 197–208. https://doi.org/10.24908/ss.v12i2.4776
van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538. https://doi.org/10.1007/s11192-009-0146-3
van Eck, N. J., & Waltman, L. (2014). Visualizing bibliometric networks. In Y. Ding, R. Rousseau, & D. Wolfram (A cura di), Measuring scholarly impact: Methods and practice (pp. 285–320). Springer International Publishing. https://doi.org/10.1007/978-3-319-10377-8_13
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes. JRC Publications Repository. https://doi.org/10.2760/115376
Vuorikari, R., Punie, Y., Carretero, G. S., & Van, D. B. G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The conceptual reference model. JRC Publications Repository. https://doi.org/10.2791/607218
Wambsganss, T., Niklaus, C., Cetto, M., Söllner, M., Handschuh, S., & Leimeister, J. M. (2020). AL: An adaptive learning support system for argumentation skills. In R. Bernhaupt, F. F. Mueller, D. Verweij, J. Andres, J. McGrenere, A. Cockburn, I. Avellino, A. Goguey, P. BjØrn, S. Zhao, B. P. Samson & R. Kocielnik (A cura di), CHI’20:Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1–14). Association for Computing Machinery. https://doi.org/10.1145/3313831.3376732
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), Art. 2. https://doi.org/10.1080/17439884.2020.1761641
Wohlin, C. (2014). Guidelines for snowballing in systematic literature studies and a replication in software engineering. In M. Shepherd, T. Hall & I. Myrtveit (A cura di), EASE’14: Proceedings of the 18th International Conference on Evaluation and Assessment in Software Engineering (pp. 1–10). https://doi.org/10.1145/2601248.2601268
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2024 Francesca Crudele, Juliana Elisa Raffaghelli
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Formazione & insegnamento é distribuído sob a Attribution 4.0 International (CC BY 4.0).
Para obter mais detalhes, consulte nossa Política de Repositório e Arquivamento, bem como nossos Termos de Direitos Autorais e Licenciamento.
