Audiovisual Resources Research Articles

Assessing the efficacy of an educational video on stroke knowledge in Lebanon: a single-arm interventional study

ObjectiveThis study aimed to assess the public’s knowledge of stroke before and after viewing an educational video about stroke risk factors, preventive measures, and alarming signs.MethodsA single-arm interventional study was conducted in Lebanon using a 3-minute video-based education about stroke. A pre- and post-structured questionnaire compared the level of knowledge about stroke.ResultsThe study included 685 participants. Knowledge of stroke, risk factors, warning signs, treatment, and preventive measures significantly increased post-educational video sessions. A higher baseline knowledge score was associated with a family history of stroke (Beta = 1.76) and being a healthcare professional (Beta = 3.35). Participants between 25 and 34 years (Beta=-1.39) and those with a high risk of stroke (Beta=-1.03) were significantly associated with a lower knowledge score.ConclusionThis study demonstrated the effectiveness of a video-based educational tool to raise awareness about stroke. Short, targeted audio-visual resources using lay language can convey health education messages and influence behavioral changes. The community can benefit from a large-scale educational campaign that targets different socio-economic statuses to enhance knowledge of stroke and save lives.

Enhancing Teaching and Learning through Audio-Visual Resources: The Role of the Academic Library

Enhancing Teaching and Learning through Audio-Visual Resources: The Role of the Academic Library

Audio-visual Media Instructional Use and Its Effect on Reading Competences among Grade Two Pupils in Tharaka Nithi County, Kenya

ABSTRACT The main purpose of this study was to evaluate audio visual media instructional use and its effect on reading competences among grade two pupils in Maara sub county, Tharaka Nithi County, Kenya. The study sought to identify the audio-visual resources available for teaching and learning reading competences, investigate extent to which teachers use the available audio-visual media, examine the challenges faced by teachers and learners in use of audiovisual media in teaching and learning reading competences and assess the learners reading abilities. The French Bell system Theory and a descriptive survey design were adopted in this study. Simple random and purposive sampling techniques were used to select 330 learners, 30 head teachers and 30 teachers, making a sample size of 390 respondents. The research instruments were questionnaires, interviews schedules, reading examination for grade two learners and classroom observation. Piloting of the research instruments was done in one public primary schools. The reliability of the research instruments was measured using a Cronbach's Alpha statitistic. The collected data was analyzed using Statistical package for Social Sciences (SPSS) and presented using tables, percentages frequencies and other descriptive statistics. Descriptive statistics revealed that schools have limited computers (average 2.90 per school) with a low student-to-computer ratio (1:10). Tablets are more prevalent (average 19.17 per school), but functionality issues reduce their effectiveness. Projectors and mobile phones are more commonly available but are still not sufficiently utilized in classroom learning. The data on the competence of learners to read appears to be symmetrically distributed with the competence of learners tapering off at the tail ends. This implies that most of the learners on average could read between 21-69 words per minute. However, there are significant disparities in reading abilities among learners, with a notable percentage performing below expectations. This disparity highlights the need for targeted interventions to support learners who are struggling and to bridge the competence gap across different schools. The reliability statistics for variables testing on teacher’s attitude in the use of Audio-visual media, for variables testing on challenges in the use of audio-visual media and for variables testing on the classroom observation performance indicators, were 0.969, 0.981 and 0.944 respectively. The reliability statistics on all the research instruments was 0.990. A Cronbach's Alpha of 0.70 (70%) or higher reveals a strong internal consistency of a series of questions integrated to form a single scale measured by the coefficient. The study recommends the government to integrate digital learning in schools and ensure schools are fully equipped with an access to electricity and network connectivity. Ministry of Education to develop teachers’ capacity on the use of digital devices. The study also recommends the Kenya institute of Curriculum Development to develop a curriculum in line with competency based curriculum provided in digital devices. Lastly curriculum support officers and head teachers to support teachers to make use of available audio visual resources for teaching and learning.

Access to primary healthcare services among adults with disabilities in Brazil.

To investigate perspectives of people with disabilities in Brazil regarding the access to primary healthcare. In-depth interviews were conducted with 44 individuals with disabilities in Pernambuco, Distrito Federal, and São Paulo between March 2020 and November 2021. These interviews were transcribed, coded, and analysed thematically, using the Levesque framework to identify healthcare access barriers. Participants expressed a solid understanding of their healthcare needs and existing obstacles. However, individuals with hearing and visual impairments experience challenges because of communication barriers. In Pernambuco, the Community Health Agent was often the initial point of contact for primary care services. Public transportation lacked accessibility, from buses to driver attitudes, posing difficulties for people with disabilities. More accessible transportation and improved urban infrastructure could enhance service access. High medication costs were reported due to limited healthcare unit availability. Communication accessibility issues, inadequate audio-visual resources and equipment were also identified as barriers. Attitudinal barriers among healthcare professionals and subpar home visit services further hinder access. To address these challenges and improve the well-being of individuals with disabilities in Brazil, comprehensive action is essential. This includes leadership, governance, and resource allocation reforms to meet healthcare needs. Initiatives like disability-focused training for service providers, enhanced transportation options, improved information accessibility, and increased support from community healthcare workers can collectively enhance the lives of people with disabilities.

Enhancing Accessibility in Archives of Developing Countries: Strategies for Inclusive Information Access in Pakistani Context

ABSTRACTThis study explores these challenges, focusing on language diversity, literacy levels, and technological infrastructure. Sindh's linguistic diversity, with Sindhi, Urdu, and English as primary languages, creates barriers for users not proficient in multiple languages. The need for translation services, limited by financial constraints, further complicates access. Additionally, literacy disparities between urban and rural areas hinder engagement with textual materials, necessitating educational outreach programs that require substantial investment. Technological barriers, including limited internet access and digital devices in rural areas, exacerbate these challenges. This research proposes strategies to enhance accessibility in Sindh Archives, such as multilingual cataloging, audiovisual resources, community outreach programs, mobile libraries, user‐friendly digital interfaces, collaborative partnerships, and capacity‐building initiatives. These strategies aim to promote equitable access to archival resources, enabling broader participation in research and education. By implementing these approaches, the rich cultural heritage of Sindh can be preserved and made accessible for future generations. The Sindh Archives in Karachi, with its extensive collection of historical documents, serves as a case study to illustrate the potential impact of these strategies.

Development of audiovisual resources as a tool for improving the teaching and learning process and scientific divulgation in human physiology

Information technology can be a powerful tool for learning, and the video construction model represents an effective educational strategy for disseminating and sharing information for all areas of knowledge. Certainly, physiology teaching should align itself with these strategies and use the digital environment as a channel for applying and disseminating knowledge. Thus, this work is a model that proposes to interrelate teaching, research, and scientific divulgation in the field of physiology through the production of audiovisual resources available in the digital environment. For this work, a team of professors, technicians, and undergraduate and graduate students planned, prepared, and released two videos: one exploring how the physiology of the sensory system facilitates the remarkable ability to read braille and another detailing the appropriate methods for measuring blood pressure. To make these videos, scenes from practical classes were filmed in physiology teaching laboratories, and the scenes of animal experimentation techniques were filmed in research laboratories. The quality of the resources produced was assessed through 173 satisfaction questionnaires that resulted in high levels of acceptance among university students from seven different health courses. The metrics viewed from the social platforms/networks were in line with the findings obtained through the questionnaires. The reports of the undergraduate and graduate students involved in the productions confirmed the model's potential to optimize the relationship between teaching, research and extension. Therefore, this work represented a positive experience in the use of information technologies in the application and dissemination of academic and scientific knowledge in physiology.

Design and Implementation of Audiovisual Resources to Support the Differential Equations Blended Learning Course

Design and Implementation of Audiovisual Resources to Support the Differential Equations Blended Learning Course

Implementing a Flipped Learning Approach With TPACK in Grades 6 to 9

In this design-based study, a flipped learning approach using audio-visual resources as prelearning activities was examined in grades 6, 7, and 9 with four teachers and 65 students over one school year. The purpose of this study was to explore the implementation of a technology-enhanced pedagogy in science, math, and social studies. The implementation was sequenced to provide students who were also learning the English language with an opportunity to practice engaging with curriculum concepts through viewing prelearning videos with language tailored by the teacher and with embedded questions, prior to in-classroom learning activities. The technological, pedagogical, and content knowledge (TPACK) framework was used to inform the instructional design for the flipped learning activities. Monthly teacher-researcher professional learning sessions were held, and data were gathered from teachers’ reflections and a student survey. Results indicated that teachers had more class time to support students with enrichment, remediation, small group work, and active learning. Students reported that the prelearning video activities benefited their learning and complemented in-class learning activities. This study serves to inform teachers and schools considering implementation of flipped learning to support students’ understanding of content knowledge and English language learning, and researchers studying designs using flipped learning sequences.

Enchanting things: the scientific communication of Julius Sumner Miller

PurposeThe purpose of this paper is to study the popular educational broadcasting of Julius Sumner Miller and its intersections with contemporary science policy and education.Design/methodology/approachThe paper draws on archival research including resources so far unused by historians of science or of broadcasting and audio-visual resources of Sumner Miller’s broadcasts on Australian, Canadian and American television. It begins by contextualising Sumner Miller as both an academic and broadcaster. The second section interprets the core points of his educational philosophy which he articulated in his written and broadcast works. The final section uses his private papers contextualised by works on the history and philosophy of science to interpret and delineate the disparity between Sumner Miller’s influence as a populariser of science and the prevailing trends in scientific policy and teaching.FindingsThis paper proposes that reconstructing the themes and recurring points he asserted in his broadcasts reveals disjunction between Sumner Miller’s high-profile successes and the contemporary trends in both science policy and science education. This paper interprets the circumstance of an internationally known and influential science populariser who was coterminous with but against the grain of the notion of “big science”. He therefore sought to popularise science precisely as it was developing in ways he disparaged.Research limitations/implicationsThis paper breaks new ground by interpreting the different sources, audio-visual and written, created by and about an influential television broadcaster.Originality/valueAlthough he was widely and internationally known, and the range of his influence on science communication is generally noted, Sumner Miller’s broadcasting and the themes and educational philosophy espoused in it is little researched and contextualised. This paper sharpens understanding of his influence but also his points of intersection and disjunction with scientific culture. Hitherto unused archival resources contribute to this understanding.

Didactic audiovisual resources and Listening comprehension

It is well known that the ability of listening is as important if not more important than speaking, because an effective communication requires both components to work harmoniously. Since one does not work without the other, speaking has no merit if what we say is not received by another person. The central objective of this study is to improve listening comprehension through the use of didactic audiovisual resources such as music videos and audiobooks. This study employed a mixed action research approach to collect both quantitative and qualitative data with high school students of a public institution in Loja. The instruments used were a pre-test, a post-test and field notes, and the data were analyzed by using descriptive statistics. A descriptive analysis was used to interpret the results of the pre-test and post-test, as well as a thematic analysis to interpret the information collected through the field notes. Through this, after the implementation of the audiovisual resources, there was an outstanding increase in the students' listening comprehension, which went from 57% to 82%. Similarly, the results indicated that the students experienced more motivation, participation and improved their listening sub-skills such as, listening for predicting, listening for gist and listening for specific information with the use of audiovisual resources.

Analysis and Evaluation on the Use of Contemporary College English: Intensive Reading 2 (Third Edition)

Teaching materials are a bridge connecting teachers, students and knowledge, and they play an irreplaceable role in ensuring the quality of education and promoting the all-round development of students. Among all the courses in the basic stage of English majors, the Integrated English Courses occupies a large proportion in the English majors' curriculum. And the textbook for Integrated English 2, Contemporary College English: Intensive Reading 2, is widely used in colleges and universities in China. This study collected the data from questionnaire and interview to assess the Contemporary College English Intensive Reading 2 (Third Edition), in order to gauge student perceptions of its components and identify the textbook's strengths, weaknesses, and usage challenges. The analysis indicates that while the textbook is largely effective in meeting educational goals and is appreciated for its content and organization, there are areas for improvement, particularly in the underuse of audio-visual resources and the need for differentiated support for students facing difficulties. To enhance the textbook, this study recommends the integration of AI in language learning, the use of interactive technologies, and the flipped classroom approach to foster a more dynamic and personalized learning experience. These adaptations aim to prepare English major students for modern challenges while maintaining the textbook's relevance and efficacy.

Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants.

A mixed-method pre-post study was conducted with 48 trainee teachers who participated in stand-alone digital multiliteracy interventions, in which they were encouraged to envisage themselves as future teachers of low-literate migrants. Policy documents such as the reference guide on Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants, journal articles, audiovisual resources as well as examples of existing educational materials aimed at the target audience, were made available to them on an online platform. In two separate studies, trainees were encouraged to collaboratively produce two different multimodal outputs. The Revised Scale of Ethnocultural Empathy was administered before and after the intervention, subjecting the data obtained to quantitative analysis. Qualitative data was also collected to gain a better understanding of the affective and cognitive processes experienced by the participants. Simple statistical analysis coupled with the comparison of means was used to respond to the research questions. Statistical hypothesis testing, including correlations and non-parametric statistics were used to analyze the relationship between each of the factors within the RSEE and the participants, considering the different interventions applied. Non-parametric tests (U-Mann Whitney) were used to compare the differences between the levels of ethnocultural empathy of the participants in the two studies. Significant differences were found in Factor 3 (Empathy) and Factor 5 (Anxiety) between the groups and their post-intervention results, with a p value of 0.053 and 0.038, respectively. The effect size r was calculated, obtaining a size effect of 0.625 for Factor 3 (Empathy) and 0.674 for Factor 5 (Anxiety). These results indicate that the significant differences and the size effect between both groups are large. U-Mann Whitney non-parametric analysis also revealed gender differences in Factor 3 (Empathy), showing females higher levels than males. Effect size r analysis showed a large size effect of 0.708 for Factor 3 (Empathy). The findings pertaining to gender-related differences in empathy levels confirm the conclusions drawn by previous studies. When contrasting study 1 and 2, statistical differences were also shown after the intervention for the 'Anxiety and Lack of Multicultural Self-efficacy' factor. The qualitative data analysis was carried out with Atlas.ti v.8, in order to isolate and categorize the broader themes and the most significant explanatory quotes extracted from the participants' records and interviews. The results reveal the learning strategies that each group of learners applied to successfully complete the task at hand, as well as the participants' deployment of their critical thinking skills and the awakening of a sense of awareness of their own professional competence development process. This study set out to compare how effective two digital multiliteracy interventions were in developing future language teachers' ethnocultural empathy and cognitive abilities when appraising the educational needs of low-literacy migrants. Despite the small sample size, the study certainly adds to our understanding of the impact of multimodal tasks involving critical thinking skills on trainees' cognitive and affective abilities. Besides, it expands the growing body of research that points to the desirability of embedding digitally-based content creation tasks in training curricula for future language teachers.

INNOVATING LITERARY EDUCATION: A MULTIFACETED APPROACH TO TEACHING FOREIGN LITERATURE IN SCANDINAVIAN COUNTRIES

In the dynamic field of education, the teaching of foreign literature faces challenges. In Scandinavia, known for high-quality education, innovative methods are crucial for instilling a deep appreciation for global literary works. This article explores diverse approaches to enhance engagement, cultural understanding and critical thinking among students. Leveraging audio-visual resources, including videos and interactive presentations, creates a vibrant learning environment in Scandinavian classrooms. This fosters a deeper connection between students and foreign literature, resonating with the tech-savvy younger generation. In embracing the digital age, teachers use online platforms and tools like discussion forums and virtual book clubs to encourage interactive engagement. These digital tools enhance critical thinking and analytical skills by exploring diverse perspectives. Immersive VR literature tours allow students to virtually step into the settings of foreign literary works, providing a unique and memorable learning experience. This stimulates creativity and deepens understanding of cultural and historical contexts. Recognizing language diversity, utilizing high-quality translations broadens access to foreign literature. This inclusive approach allows students to appreciate literary expression across linguistic boundaries. Guiding students in creating digital storytelling projects using podcasts, videos, and blogs enhances creativity and communication skills. This hands-on approach prepares students for the modern digital world. Infusing play into literary education through quizzes and interactive simulations makes the study of foreign literature enjoyable and engaging. In conclusion, innovative methods in Scandinavian countries aim to cultivate globally aware individuals. These multifaceted approaches not only enhance the study of foreign literature but also foster critical thinking, cultural understanding, and a lifelong love for literature. By integrating multimedia, embracing digital tools, and promoting interactive learning, teachers in Scandinavia ensure their students embark on a literary journey that transcends borders, enriching their intellectual and cultural horizons in an evolving educational landscape.

Kształtowanie się zasobu audiowizualnego w Archiwum Sejmu

The aim of the article is to present the audiovisual resource of the Sejm Archives in relation to audio and video session recordings of the Sejm and its bodies. The key aspects of the discussed topic concern the decision-making processes and legislative activities that, over the past several decades, accompanied the creation, collection and archiving of the records mentioned above. Another important issue is digitization of analog recordings and problems of technical, legislative (i.e., regarding copyright protection) and economic nature related to it. The article also reveals the role of the Sejm Library and Sejm Archives, both in terms of storing and recording the materials in question, as well as their creation and digitization.

How useful are YouTube videos of pacemaker implantation? An objective study to assess quality of information content

Abstract Background Permanent pacemakers (PPM) are a commonly performed, life-saving cardiac procedure. Patients often seek further information on medical interventions beyond traditional consultation spaces via the Internet, but such resources can contain varying amounts of procedure-critical information. This has not been previously assessed for PPM implantation. Objective To assess the level of patient-relevant information content in videos of PPM implantation on YouTube. Methods We performed searches on YouTube using the search terms "Pacemaker" and "PPM implantation". Both searches were performed twice for reproducibility. The first 100 results from each search were screened for inclusion. All English language videos covering transvenous pacemaker implantation were included. A list of key information criteria encompassing several domains (explanation of the procedure, indications, pre-operative considerations, operative details, post-operative care, risks of the procedure, aspects of daily life affected by PPM implantation, prognosis, and alternative treatment options) was generated from existing text resources, supplemented by expert opinion. Two authors (RDS, SR) independently assessed the videos for presence of the predefined information criteria. Results Of 196 unique results, 33 videos uploaded by 32 users met inclusion criteria (Figure 1). No single video contained all essential information criteria. The mean number of criteria covered in the videos was 8/32 (standard deviation 4.8), with a range of 0/32 to 17/32. Three criteria were not covered in any videos. Most videos discussed elements of the PPM implantation procedure, the components of a PPM, and the reasons for implantation. However, key aspects of pre-operative (need for pre-operative tests, medication management) and post-discharge (limiting arm movements on the side of implant, need to keep PPM identity card and contact details of department, driving restrictions, need for generator replacement and likely battery longevity) patient care were rarely discussed (Figure 2). There was also limited discussion of the potential risks of PPM implantation. Furthermore, three videos contained out-of-date information, giving explicit advice to avoid all magnetic resonance imaging. Conclusion Videos on YouTube on PPM implantation do not contain sufficient information to give patients sufficient overview of the procedure. In some cases, they contain out-of-date information that may adversely affect the decision to implant and deprive patients of important diagnostic tests. They lack key patient-centric information on the practicalities of care around the procedure, which is probably the information most relevant to and desired by patients. There is a need for a professionally regulated, exhaustive audio-visual resource for patients seeking further information on PPM implantation. Furthermore, there is a need for increased oversight of patient information material uploaded on the Internet.

An audio-visual resource to improve transparency in SAIL Databank’s data access process.

BackgroundSince 2007, SAIL Databank has been entrusted with anonymised health and administrative data for the population of Wales. This includes ~85% of primary and 100% secondary care health records, and a range of administrative data that includes education, employment, environment, housing, justice and social care data. This data is accessible to approved researchers who can demonstrate positive societal impact from its use. IntroductionIt has always been vital for SAIL Databank to build and maintain extremely high levels of trust amongst its stakeholders; data users, data providers and the public who are represented in the anonymised datasets. This trust has been earned through a robust range of technical, physical and procedural safeguards known as SAIL’s ‘privacy-by-design’. Public-facing information has been vital to maintain trust through transparency and manifests in SAIL’s data use register, publications register, and clear information offered via its website. This work represents the next evolution in SAIL’s commitment to transparency in creating an audio-visual representation of its data access process. Method Ensuring current available information on SAIL’s public facing website was clear and accessible through consultation with SAIL’s public involvement panel – The Consumer Panel. Streamlining and presenting this information based on Consumer Panel feedback. Maintaining SAIL’s commitment to Welsh language standards by translating this information. Consultation with colleagues and Swansea University procurement to identify a suitable creative agency to take forward the idea of a data access process animated video. Communicating requirements and providing briefing documents to the selected creative agency, Buffoon Media. Reviewing potential voiceovers for narration of animated video to ensure an accessible tone, pace and dual language delivery. Receipt of completed animated video placed alongside corresponding data access process text on SAIL’s website. ResultsProduction of an audio-visual resource that improves transparency around SAIL’s data access process and compliments its existing process guidance. This resource is freely and publicly accessible via its website, including components such as: Accessible design colours, fonts and presentation in keeping with SAIL’s existing brand. Use of images, graphics and animation that bring the process to life. A professional and accessible voice-over audio explaining each element within the process. A bi-lingual voice-over that recognises Wales’ large number of Welsh language speakers. Resource can be found at: https://saildatabank.com/data/apply-to-work-with-the-data/ ConclusionBuilding on SAIL’s commitment to trust and transparency since inception its anticipated that this new video resource will improve transparency for all of SAIL’s stakeholders in understanding and engaging with SAIL’s data access process.

Audiovisual Resources Metadata: Analysis of Records Originating From Novice Metadata Creators in Kuwait

Audiovisual resources available online gain more importance in satisfying users’ information needs, yet the quality of metadata that ensures discoverability of these resources is not yet emphasized, mainly due to lack of benchmark data. This article addresses the need by presenting results of the comparative evaluation of accuracy and completeness of Dublin Core metadata records created by metadata beginners to represent audio recordings and video recordings. We present our findings in the context of how the metadata learning is organized at the program which currently prepares most of those entering the information profession in Kuwait. Findings reveal some similarities, as well as some pronounced differences in metadata accuracy and completeness patterns for two kinds of online digital resources: audio recordings and video recordings. Video metadata was found to be of substantially higher quality than audio metadata created by the same beginners. Overall, for audiovisual information resources, we found the Type metadata field to be the least prone to completeness errors, and Format to accuracy errors. Our data suggests that the Source metadata field is the most vulnerable for accuracy errors in both audio metadata and video metadata. However, Dublin Core metadata fields with the highest possibility of completeness errors did not exhibit overlap between the two sets of beginner-created metadata records. We discuss examples of the most common metadata errors and compare results with findings of previous research. Empirical data obtained in this study allows assessing preparedness of information professionals to create metadata that is functional in supporting resource discovery.

Assessment of a Teaching Module for Cardiac Auscultation of Horses by Veterinary Students.

Auscultation of heart sounds is an important veterinary skill requiring an understanding of anatomy, physiology, pathophysiology and pattern recognition. This cross-sectional study was developed to evaluate a targeted, audio-visual training resource for veterinary students to improve their understanding and auscultation of common heart conditions in horses. Fourth- and fifth-year 2021 and 2022 Bachelor of Veterinary Science students at the University of Queensland (UQ) were provided the learning resource and surveyed via online pre- and post-intervention surveys. Results were quantitatively analyzed using descriptive statistics and Mann-Whitney U tests. Open-ended survey questions were qualitatively analyzed by thematic analysis and Leximancer™ Version 4 program software analysis. Over the two-year period, 231 fourth-year and 222 fifth-year veterinary students had access to the resource; 89 completed the pre-intervention survey and 57 completed the post-intervention survey. Quantitative results showed the resource helped students prepare for practicals and their perception of competency and confidence when auscultating equine cardiac sounds improved (p < 0.05). Compared to fifth-year students, fourth-year students felt less competent at identifying murmurs and arrythmias prior to accessing the learning resource (p < 0.05). Fourth-year and fifth-year students' familiarity with detection of murmurs improved after completing the learning resource (p < 0.001). Qualitative analysis demonstrated a limited number of opportunities to practice equine cardiac auscultation throughout the veterinary degree, especially during the COVID-19 pandemic, and that integrated audio-visual resources are an effective means of teaching auscultation.

DIGITAL LITERACIES AS SOCIAL PRACTICES IN COLLABORATIVE LEARNING

Digital literacies (DLs) encompass sets of literacy practices that are continuously supported, interwoven and adapted through the use of digital devices for specific purposes. It occurs in sociocultural contexts with geographical and temporal limitations, as well as in those shaped by electronically mediated interactions. In view of this, this article aims, from a critical perspective, to discuss the influences of Digital Literacy and the use of Audiovisual Resources on the mediation and practice of Teletandem. Therefore, this study is a qualitative research with bibliographic procedures. To support our arguments, we base ourselves on: Almeida Filho (1993), Benedetti (2010), Souza (2015), Rammé (2014), Rojo (2010), Cope, Kalantzis e Pinheiro (2020), Silva (2022), Arroio and Giordan (2006), Lemke (2010), Buzato (2006, 2009), Kenski (2007), among others. As a result, it was found that audiovisual resources enable the full development of the interactants' LDs and the construction of meanings.

Unlocking the Needs to Design Audiovisual Media to Incorporate Climate Change Education in ELT

Climate change is a crucial topic to be included in the Grade 7 Junior High English book, highlighting its significance in educating students about the causes, impacts, and potential solutions to this global issue. This study focuses on conducting a need analysis related to the use of audiovisuals in learning climate change within the context of EFL classrooms as needs analysis will inform us what is suitable for 7th grade students who have just started learning English formally. Specifically, the research investigates the requirements of 7th-grade students at MTs Negeri 2 Palembang for audiovisual resources to enhance climate literacy. Employing a mixed-method approach, combining quantitative and qualitative data collection methods such as questionnaires and interviews, the study uncovers students' strong desire to learn about climate change through audiovisuals. Moreover, it identifies a preference for audiovisual media over traditional text-based materials and highlights the support from teachers and stakeholders at MTs Negeri 2 Palembang for integrating climate change education into EFL teaching practices. In light of these findings, the researchers recommend the development of audiovisual resources tailored to facilitate the seamless integration of climate change education within EFL classrooms. Additionally, they advocate for teacher training to effectively utilize audiovisual media as an instructional tool. This study contributes significantly to climate change education by addressing the identified needs of both students and teachers, thereby guiding the design of effective instructional materials and teaching practices.