Papadimitriou Foteini

Associate Professor

Department of Social & Cultural Studies
Forms of Literacy with emphasis in Virtual Literacy

 Office 704

 Tuesday 18:00 – 20:00

 +30 2310 991204

 fpapadim@eled.auth.gr

Foteini Papademetriou is an Associate Professor in “Linguistic and Visual Literacy in Education” at the School of Primary Education at the Aristotle University of Thessaloniki.

She has graduated from the National and Kapodistrian University of Athens, Faculty of Philology, Department of Linguistics and has a PhD in “Psychology and Teaching of Language” from the National and Kapodistrian University of Athens, History and Philosophy of Science Department. She also participated as a postdoctoral research fellow in the “Pythagoras: Funding Research Groups in Universities”.

Her main research interests center on the areas of Linguistic literacy, visual multimodal literacy (multimodality – multimodal discourse analysis, multimodal social semiotics), critical multiliteracies, and media literacy. Alone or in collaboration with others has published numerous articles and chapters in national and international journals and edited volumes.

  • Fleckenstein, K. S., Calendrillo, L. T. & Worley, D. A. (2015). Language and Image in the Reading-Writing Classroom: Teaching Vision [E. Papademetriou, Εd.]. Thessaloniki: Epikentro Publishers.
  • Papademetriou, E. (Ed.) (2012). Interdisciplinary Approaches to Linguistic Literacy. From Cognitive Approach to the Age of New Literacies. Thessaloniki: Epikentro Publishers.
  • Bransford, J. D. Brown A. L. & Cocking R. R. (2012). How People Learn: Brain, Mind, Experience and School [E. Papademetriou, Ed.]. Athens: Kedros Publishers.
  • Kress, G. & van Leeuwen, T. (2010). Reading Images: The Grammar of Visual Design [E. Papademetriou, Εd.]. Thessaloniki: Epikentro Publishers.
  • Bougatzeli, & Papadimitriou, E. (2016). Diffusing critical web literacy in a teacher education setting: Initial reflections and future planning. In: S. McNicol (Ed.), Critical Literacy for Information Professionals, (pp. 151-159). London: Facet Publishing.
  • Sabah, G., Vosniadou, S., Vilnat, A., Dimitracopoulou, A., Ferret, O., Prince, V., Papadimitriou E. & Tsivgouli, M., (1999). Using dialogue analysis to capture teacher/student interactions that promote changes in understanding. In: D. Kayser, & S. Vosniadou (Eds.). Modelling Changes in Understanding: Case Studies in Physical Reasoning (pp. 223-279). New York: Pergamon.
  • Papadimitriou, E., Alexandrou, D. & Bougatzeli, E. (2017). Utilizing Web Information Resources in the Classroom for Language Teaching: A Critical Approach. International Journal of Literacies, 24(2), 1-15.
  • Emmanouilidou, M. & Papadimitriou, E. (2017). ‘Together We Stand, Divided We Fall’: Towards a Critical Approach for Integrating the “Other” in the School Context. The International Journal of Diverse Identities, 17(1), 1-17.
  • Emmanouilidou, M., Emmanouilidou, S. & Papademetriou, E. (2016). Comic Heroes or Saviours? Constructing Alternative Identities in a Social Critical Approach to the Teaching of English as a Foreign Language. Preschool and Primary Education, 4(1), 182-195.
  • Papadimitriou, E., Emmanouilidou, M. & Katsiaflaka, A. (2015). Critical Multimodal Literacy in Classroom Practice: Comics as Mediating Tools for the Interpretation and Construction of Cross-modal Representations of Social Reality. International Journal of Literacies, 22(4), 27-43.
  • Papadimitriou, E. & Makri, D. (2015). The Metalanguage of “Visual Design” into the Classroom for the Construction of Intermodal Meanings. International Journal of Education and Literacy Studies, 3(2), 32-43.
  • Papadimitriou, E., Emmanouilidou, M. & Makri, D. (2015). The ‘visual grammar’ in school contexts: A multimodal-critical approach to teaching literacy to primary education students. International Journal of Literacies, 22(3), 29-41.
  • Bougatzeli, E., Togia, A. & Papadimitriou, E. (2015). Developing an IL course for teacher education students in Greece. International Journal of Literacies, 21(2), 17-26.
  • Katsiaflaka, A., Papadimitriou, E. & Emmanouilidou, M. (2013). Teaching literacy through the visual arts: From filmic to textual rhetoric. Electronic Journal of Vocational Colleges, 3(2), 41-58.
  • Papademetriou, Ε. (2011). Educational implications of the grammar of visual design for the comprehension of multimodal texts. Nea Paideia, v. 138, 47-62.
  • Papademetriou, Ε., Rovatsou, G., Renzoula, Ε. & Marmarinos, Ι. (2011). The contribution of information and communication technologies in text comprehension and production. Applied Pedagogy, Periodical Electronic Publication of the Greek Institute for Applied Education and Training, 2.
  • Vosniadou, S., Ioannides, C., Dimitrakopoulou, A. & Papadimitriou, E., (2001). Designing Learning Environments to Promote Conceptual Change in Science. Learning and Instruction, 11(4-5), 381-419.
  • Fista, G., Papademetriou, E. & Fista, E. (2015). Practices of Négociation of Multi-Semiotic Meaning-Making resources in Cross-cultural Adult Classes: Critical Pedagogical Approach [Πρακτικές διαπραγμάτευσης πολυσημειωτικών πηγών δημιουργίας νοήματος σε πολυπολιτισμικές τάξεις ενηλίκων: Κριτική παιδαγωγική προσέγγιση]. In G. Grollios, A. Liambas, & P. Pavlidis, Proceedings of the IV International Conference on Critical Education “Critical Education in the Era of Crisis”, vol. 1, pp. 1243-1278.
  • Papadimitriou, E. & Makri, D. (2012). Visual Modality as a Meaning-Making Resource in Student Composite Texts. Selected Readings of the New Jersey 2011 IVLA Conference, New Horizons in Visual Literacy, pp: 156-169.
  • Makri, D. & Papadimitriou, E. (2011). Fostering multimodal discourse analysis skills in classroom work: A social semiotic approach. Selected Papers of the Cyprus 2010 IVLA Conference, Visual Literacy in the 21st Century: Trends, Demands and Capacities, 89-97.
  • Φίστα, Γ., Παπαδημητρίου, Ε. & Φίστα, Ε. (Ιούνιος, 2017). «Ενήλικες μετανάστες μαθητές/ήτριες νοηματοδοτούν το κοινωνικοπολιτικό τοπίο του μεταβαλλόμενου κόσμου: Μια παιδαγωγική προσέγγιση θεμελιωμένη στη θεωρία του Paulo Freire. Εισήγηση στο VII International Conference on Critical Education “Rethinking alternatives to neoliberalism in education”. Marasleios Pedagogical Academy of Athens, Athens, Greece.
  • Alexandrou, D., Papadimitriou, E. & Bougatzeli, E. (July, 2016). Utilizing Web Information Resources into classroom for teaching language: A critical approach. Paper presented at the 23rd International Conference on Learning. Vancouver, Canada.
  • Emmanouilidou, M. & Papadimitriou, E. (July, 2016). ‘Together we stand, divided we fall’: Towards a critical approach for integrating the ‘other’ in the school context. Paper presented at the 16th International Conference on Diversity in Organizations, Communities & Nations. Granada, Spain.
  • Papadimitriou, E. (November, 2015). Critical Analysis of Image ‘Discourse’ in Language Classroom for the Construction and Re-construction of Gender Identities. Paper presented at the Annual Conference of International Visual Literacy Association. San Francisco, USA.
  • Papadimitriou, E. & Emmanouilidou, M. (July, 2015). Critical multimodal literacy in classroom practice: Comics as mediating tools for the interpretation and construction of cross-modal representations of social reality. Paper presented at the 22nd International Conference on Learning. Madrid, Spain.
  • Papadimitriou, E., Emmanouilidou, M. & Makri, D. (July, 2014). The ‘visual grammar’ in school contexts: A multimodal-critical approach to teaching literacy to primary education students. Paper presented at the 21st International Conference on Learning. New York, USA.
  • Papadimitriou, E. & Katsiaflaka, A. (February, 2014). Multimodal communication and writing in classroom practice. Paper presented at the Congress Writing Research Across Borders III (WRAB). Paris, France.
  • Papadimitriou, E. & Makri, D. (October, 2013). Multimodal Social Semiotic Approach to Student Sign-Making. (Πολυτροπική κοινωνική σημειωτική προσέγγιση στη δημιουργία νοημάτων-σημείων από μαθητές/τριες της πρωτοβάθμιας εκπαίδευσης). Paper presented at the 10th International Conference on Semiotics. Volos, Greece.
  • Development of metacognitive skills relevant to text comprehension and production of primary and secondary education students (2004-2006). In the framework of the Program, Pythagoras: Strengthening research groups in universities, Scientific Responsible: I. Marmarinos. Funding: Operational Programme for Education and Initial Vocational Training.
  • Kaleidoscope: European Network of Excellence, European Commission, (2003-2006). IST Technology Enhanced Learning (TEL) Project – contract 507838 (Project Investigator – Prof. N. Balacheff).
  • Learning environment for improving metacognitive skills related to reading comprehension of children with learning difficulties (2003). In the framework of the Graduate Program Theory and Praxis of Instruction and Assessment, Department of Pedagogy, Faculty of Philosophy, Pedagogy and Psychology, University of Athens, Scientific Responsible: I. Marmarinos, Funding: Special Account for Research Grants of the University of Athens.
  • The metacognitive process in reading comprehension: Designing, implementation and assessment of a learning environment that promotes metacognitive skills relevant to reading comprehension (2000-2002). In the framework of the Graduate Program Theory and Praxis of Instruction and Assessment, Department of Pedagogy, Faculty, of Philosophy, Pedagogy and Psychology, University of Athens, Scientific Responsible: I. Marmarinos, Funding: Special Account for Research Grants of the University of Athens.
  • Collection and processing of material for determining standards in school (1999), Scientific responsible: St. Vosniadou, Funding: Center for Educational Research.
  • The role of cognitive strategies in the improvement of the ability for writing by secondary education students (1998-2000). In the framework of the Graduate Program Theory and Praxis of Instruction and Assessment, Department of Pedagogy, Faculty of Philosophy, Pedagogy and Psychology, University of Athens, Scientific Responsible: I. Marmarinos.
  • The OECD Programme for International Student Assessment (PISA Project), (1998-1999). Funding: Organization for Economic Cooperation and Development (OECD) – Center for Educational Research, National representative: St, Vosniadou, Scientific responsible: A. Kassotaki-Maridaki.
  • Setting standards for the writing and production of textbooks (1998). Coordinator: Labrakis Studies Foundation, Funding: Operational Programme for Education and Initial Vocational Training – Pedagogical Institute.
  • Learning in Humans and Machines. Dialogue Analysis and Representational Change (1996). Funding: European Science Foundation.

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