Nataša Lacković
Biographic Data
| ID | 3434488 |
|---|---|
| NAME | Nataša Lacković |
| GIVEN NAMES | Nataša |
| FAMILY NAME | Lacković |
| SIGNATURE | LACKOVIĆ N |
| AFFILIATIONS | Lancaster University |
| ORCID | 0000-0001-7086-4822 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Indicators of Health Quality in Public Spaces during the Covid-19 Pandemic and Their Application in Field Design
The COVID-19 pandemic took a serious toll on the lives of individuals worldwide. Governments around the world implemented various public health measures to prevent the spread of COVID-19, such as social distancing, restrictions on public space usage, and stay-at-home orders. Prolonged isolation and social restrictions significantly affected the lives of individuals, negatively affecting their psychological and physical health. These effects under…
Postdigital Literacies in Everyday Life and Pedagogic Practices
In this article, we contribute to literacy and education studies by proposing three overarching features (elements) of postdigital literacy events, informed by an ecological, relational, and sociomaterial framing of literacy. These features are: (1) entanglement, (2) digital materiality, and (3) spatiotemporality. Entanglement is about how learning entangles with our social, cultural, and material contexts through communicative acts, which includ…
Postdigital Living and Algorithms of Desire
A “Strong” Approach to Sustainability Literacy
This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites b…
Multimodality and socio-materiality of lectures in global universities’ media
Lectures prevail as a ubiquitous teaching and learning method across universities worldwide. Whereas lectures have been conceptualized from language-centred perspectives, lectures' materiality as linked to their socio-cultural and historical meanings have been scarcely explored. To address this gap, we tackle the materiality of communication in ten live recorded lectures – collectively viewed more than 1,000,000 times – uploaded by 'top-ranked' u…
Thinking with Digital Images in the Post-Truth Era
This article introduces a new method to support critical media literacy, learning and research in higher education. It acts as a response to an unprecedented profusion of visual information across digital media that contributes to the contemporary post-truth era, marked by fake news and uncritical consumption of the media. Whereas much has been written about the reasons behind and the character of the post-truth, less space has been dedicated to …
Rethinking educational theory and practice in times of visual media
We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relatio…
Analysing videos in educational research
This article introduces an “Inquiry Graphics” (IG) approach for multimodal, Peircean semiotic video analysis and coding. It builds on Charles Sanders Peirce’s core triadic interpretation of sign meaning-making. Multimodal methods offer analytical frameworks, templates and software to analyse video data. However, multimodal video analysis has been scarcely linked to semiotics in/of education (edusemiotics), for the purpose of exploring higher educ…
Postdigital Dialogue
Postdigital Dialogue
Rethinking educational theory and practice in times of visual media
We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relatio…
Multimodality and socio-materiality of lectures in global universities’ media
Lectures prevail as a ubiquitous teaching and learning method across universities worldwide. Whereas lectures have been conceptualized from language-centred perspectives, lectures' materiality as linked to their socio-cultural and historical meanings have been scarcely explored. To address this gap, we tackle the materiality of communication in ten live recorded lectures – collectively viewed more than 1,000,000 times – uploaded by 'top-ranked' u…
Analysing videos in educational research
This article introduces an “Inquiry Graphics” (IG) approach for multimodal, Peircean semiotic video analysis and coding. It builds on Charles Sanders Peirce’s core triadic interpretation of sign meaning-making. Multimodal methods offer analytical frameworks, templates and software to analyse video data. However, multimodal video analysis has been scarcely linked to semiotics in/of education (edusemiotics), for the purpose of exploring higher educ…
Postdigital Dialogue
Thinking with Digital Images in the Post-Truth Era
This article introduces a new method to support critical media literacy, learning and research in higher education. It acts as a response to an unprecedented profusion of visual information across digital media that contributes to the contemporary post-truth era, marked by fake news and uncritical consumption of the media. Whereas much has been written about the reasons behind and the character of the post-truth, less space has been dedicated to …
Rethinking educational theory and practice in times of visual media
We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relatio…
Postdigital Living and Algorithms of Desire
A “Strong” Approach to Sustainability Literacy
This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites b…
Multimodality and socio-materiality of lectures in global universities’ media
Lectures prevail as a ubiquitous teaching and learning method across universities worldwide. Whereas lectures have been conceptualized from language-centred perspectives, lectures' materiality as linked to their socio-cultural and historical meanings have been scarcely explored. To address this gap, we tackle the materiality of communication in ten live recorded lectures – collectively viewed more than 1,000,000 times – uploaded by 'top-ranked' u…
Postdigital Literacies in Everyday Life and Pedagogic Practices
In this article, we contribute to literacy and education studies by proposing three overarching features (elements) of postdigital literacy events, informed by an ecological, relational, and sociomaterial framing of literacy. These features are: (1) entanglement, (2) digital materiality, and (3) spatiotemporality. Entanglement is about how learning entangles with our social, cultural, and material contexts through communicative acts, which includ…
Indicators of Health Quality in Public Spaces during the Covid-19 Pandemic and Their Application in Field Design
The COVID-19 pandemic took a serious toll on the lives of individuals worldwide. Governments around the world implemented various public health measures to prevent the spread of COVID-19, such as social distancing, restrictions on public space usage, and stay-at-home orders. Prolonged isolation and social restrictions significantly affected the lives of individuals, negatively affecting their psychological and physical health. These effects under…
Computer Science (5 works) · Digital Education and Society (5 works) · Sociology (5 works) · Epistemology (4 works) · Literacy, Media, and Education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Semiotics (3 works) · Aesthetics (2 works) · Art (2 works)