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This research illustrates how young children conceptualize the image and role of television in their lives. Building upon Kress and Van Leeuwen's theoretical framework of Visual Grammar, 70 drawings of children from kindergartens of Thessaloniki were analyzed both qualitative and quantitative. The research found that children sketch a rich and varied profile of TV. Children's open-ended construction of meaning surfaced content that reflected themes such as: the profile of the journalist, emotions connected to television, the use of TV, TV as an object, TV as a children's program or an adult program. Future research should also address the challenge of investigating the diverse and rapidly changing media landscape to which the current generation of children experience.

This article argues that quasi-Conversation Analysis (CA) combined with sound semiotics provides an opportunity to investigate radio language in a more comprehensive manner by paying full due to the distinctive multimodality of radio language and the intricate patterns of interaction among music, discourse, and sound. This innovative methodological approach is used to analyze a legendary music radio show on Greek radio. The results of the study indicate both in terms of quasi-CA and sound semiotics that the personality of the DJ, the multipurpose interaction among the radio producer and the audience, and the unique concept of music journalism that the show introduces dynamically form radio language. The show is a unique example of high-quality music journalism on Greek music radio, and therefore it raises particular challenges both for the study of radio language and for the application of new methodological approaches. [ABSTRACT FROM AUTHOR]

Storytelling has been proved to have numerous benefits to education; some of the most crucial are: the stimulation of reflective thinking, facilitation of group cohesion, influence on the direction of learning, the linking to the empowerment of studentsetc (Flanagan 2015).Digital storytelling (DS) is not a new idea as its roots lie in the Digital Storytelling movement in the 1980s whose cofounders created the Center for Digital Storytelling that provided training and assistance to people interested in creating and sharing their personal narratives (Robin 2008). DS has been used widely in all levels of formal education (Blas, Garzotto, Paolini, & Sabiescu 2009), of adult education (Flanagan 2015) but also in a great variety of lessons such as mathematics and geometry (Yuksel-Arslan, Yildirim & Ross 2016). Needless to say, that digital storytelling has also been used to teach values in special education (Skouge & Rao 2009) and also to highlight media literacy in preschool education (Blas & Boretti 2009). Research has found that digital storytelling has substantial educational benefits for preschoolers such as the fostering of the ability to narrate, to work as a group, to increase the sense of self responsibility and meta-cognition of preschoolers' own performance (Blas & Boretti 2009,49). Moreover, it has also proved to be an alternative problem-based learning tool for enhancing young children's motivation; an impetus for change in teachers' practices; and last but not least a challenging task for preschoolers (Yuksel-Arslan, Yildirim & Ross 2016). Within this context, the aim of this study is to achieve greater comprehension of how digital storytelling, within preschool education, can contribute to enhance the media learning experience of preschoolers. DS is actually a basic function of every traditional or new medium. The combination of DS with media education will most probably prove to be a successful experiment. The research questions that the field study will focus on are the following two: Why digital storytelling is suitable for preschool media education? How can we enrich media education with teaching media ethics through DS? [ABSTRACT FROM AUTHOR]

Drawing on 5 hours of data from a very popular and one of the longest-running music radio programs, the current study uses a combination of conversation analysis and sound semiotics to study the interconnection among talk, music and sound in DJ talk, an area which is somewhat of a blind spot in radio studies. The analysis demonstrates that the music program is primarily a program that unfolds through a music information "chain" and evolves through a musical narration of historical important moments of the artists or music genres that are being presented. The results illustrate a number of principal features of a music journalism show and highlight the unique DJ style and its role in the completion of the show. [ABSTRACT FROM AUTHOR]

Drawing on 5 hours of data from a very popular and one of the longest-running music radio programs, the current study uses a combination of conversation analysis and sound semiotics to study the interconnection among talk, music and sound in DJ talk, an area which is somewhat of a blind spot in radio studies. The analysis demonstrates that the music program is primarily a program that unfolds through a music information "chain" and evolves through a musical narration of historical important moments of the artists or music genres that are being presented. The results illustrate a number of principal features of a music journalism show and highlight the unique DJ style and its role in the completion of the show. [ABSTRACT FROM AUTHOR]