VISUAL LITERACY AND CRITICAL THINKING:THE ROLE OF MULTIMODAL METAPHOR IN DOCUMENTARY FILMPOSTERS

Abstract

Visual literacy and critical thinking are crucial skills in contemporary society. While research on visual literacy and critical thinking has grown, studies specifically examining the role of multimodal metaphors in film posters are limited. This research aims to bridge this gap by investigating how multimodal metaphors in documentary film posters contribute to viewer interpretation and critical reflection. This study employs a content analysis approach to examine documentary film posters. Through a systematic analysis of visual and textual elements, the research identifies multimodal metaphors and analyses their role in constructing meaning. The relationship between visual and textual components in creating metaphorical interpretations is explored. To complement the content analysis, 30 participants were given questionnaires and interviewed to gather qualitative data on viewer interpretation of the metaphors. The analysis reveals that multimodal metaphors in documentary film posters are complex and multifaceted. Visual and textual elements interact to create meaning, challenging viewers to engage in critical thinking. The findings suggest that these metaphors contribute to the development of critical thinking skills by prompting viewers to question underlying assumptions and explore multiple interpretations. The study highlights the potential of multimodal metaphors in film posters to enhance visual literacy and critical thinking. By understanding the mechanisms through which these metaphors operate, educators and researchers can develop strategies to foster critical engagement with visual media.