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The Symbol Literacy Experience
The Symbol Literacy Experience
The Symbol Literacy approach, is a pedagogical approach developed by Prof. Adrian-Mario Gellel, a member of the Faculty of Education and the Faculty of Theology at the University of Malta. The approach aims at developing reasoning and higher-order thinking skills, while increasing cultural capital, in the belief that the wider an individual’s knowledge in this area, the greater the possibility that s/he is able to live and interact with life fully. If never given the opportunity to interact with – or to at least become aware of – a symbolic language, the individual will never have the opportunity to explore and make sense of the reality itself (Gellel, 2018). Nested in a socio-cultural perspective, the Symbol Literacy approach draws its insights from a number of disciplinary perspectives including, cognitive psychology, instructional design, anthropology and socio-cultural theory.
The Symbol Literacy approach, is a pedagogical approach developed by Prof. Adrian-Mario Gellel, a member of the Faculty of Education and the Faculty of Theology at the University of Malta. The approach aims at developing reasoning and higher-order thinking skills, while increasing cultural capital, in the belief that the wider an individual’s knowledge in this area, the greater the possibility that s/he is able to live and interact with life fully. If never given the opportunity to interact with – or to at least become aware of – a symbolic language, the individual will never have the opportunity to explore and make sense of the reality itself (Gellel, 2018). Nested in a socio-cultural perspective, the Symbol Literacy approach draws its insights from a number of disciplinary perspectives including, cognitive psychology, instructional design, anthropology and socio-cultural theory.
Symbol Literacy is not simply, or mainly, an art appreciation and education exercise. Art, rituals and narratives have always had a central place in helping humans make sense and take control of their destiny. It is mainly for this reason that these three cultural tools are at the centre of Symbol Literacy learning activities. It aims at facilitating the engagement with culture, in the widest sense of the term, in order to develop cultural capital, as well as cognitive and affective capabilities.
Symbol Literacy is not simply, or mainly, an art appreciation and education exercise. Art, rituals and narratives have always had a central place in helping humans make sense and take control of their destiny. It is mainly for this reason that these three cultural tools are at the centre of Symbol Literacy learning activities. It aims at facilitating the engagement with culture, in the widest sense of the term, in order to develop cultural capital, as well as cognitive and affective capabilities.
At the core of a symbol literacy approach is not the passive reception of knowledge about an object or a piece of art, but the engagement that leads to a process of retrieving meaning and making sense of it in present day personal context by weaving meaning.
At the core of a symbol literacy approach is not the passive reception of knowledge about an object or a piece of art, but the engagement that leads to a process of retrieving meaning and making sense of it in present day personal context by weaving meaning.
Our Team
Our Team
Prof. Adrian-Mario Gellel
Adrian is full Professor in both the Faculty of Theology and the Faculty of Education at the University of Malta, responsible for the teaching of Pedagogy and Children’s Spirituality. His research interests, as well as his encounters with children, prompted him to question current epistemological and ontological frameworks that influence pedagogical practices in formal education. Over the years, he experimented and developed a pedagogy that respects the totality of the person within a socio-cultural context. symbol Literacy is based on the understanding that every person is embodied and therefore deeply formed by, and connected with, matter and culture.
Ms. Amanda Morales
Amanda's interest in Symbol Literacy, storytelling and narrative thinking in particular has been slowly brewing over the past years. Throughout her 23-year career as an educator, both as a class teacher and later as Head of Department for Literacy within the primary sector, she discovered her passion for storytelling, immersive learning and literacy. Curiosity and a pinch of good fortune led to the discovery of Symbol Literacy, which was introduced to the schools she was working with through a collaborative project. This was the right opportunity to delve deeper into her interests and to take her first steps towards fulfilling her dream of pursuing a doctoral degree.
Mr. Julian Galea
Julian is a counsellor and youth worker currently working in private practice. He received his Master in Counselling from the University of Malta with a dissertation on counsellor perspectives on Growth and subsequent implications for counselling practise. His research interests include multicultural and intercultural interactions, the role of culture, spirituality and religion in individual and collective social participation, the development and expression of shared value systems and the role of metaphor and symbol in sense- and meaning-making. Julian is a casual visiting lecturer at the University of Malta.
Ms. Ann Marie Camilleri
Ann Marie facilitated numerous literacy sessions. With a background in the History of Art and Archaeology, her heart lies in all things that are related to Malta and the stories of its people. With The Symbol Literacy Project she combined all these aspects while conducting educational sessions with different groups of children using their creativity through fun ways of learning as well as connecting all the children's interests with the past, for the present and future.
Employed by the National Literacy Agency:
Ms. Marika Zammit
Marica holds a B.Ed (Hons.), with a specialisation in the teaching of Maltese, and works at the National Literacy Agency as a part-time Literacy Tutor and resource leader. She was a Primary School teacher for twelve years and an adult educator for another four years teaching Basic Maltese Literacy. Her training within the National Literacy Agency includes the Writing Institute, Nwar and Reading for Pleasure Programmes. For the past six years she has been involved in creating and conducting Family Writing Workshops in different educational contexts such as historical and cultural sites, summer schools and Writing Clubs at the National Literacy Agency. Since January 2024 she started working on the Symbol Literacy Project, planning and delivering art based sessions at the Mdina Cathedral Museum.
Ms. Stephanie Bonnici
Stephanie holds two undergraduate degrees from the University of Malta in Physiotherapy and Early Childhood Education. She later completed a master’s degree in Language and Communication Impairment in Children at the University of Sheffield, where her dissertation on parent-child joint reading in the Maltese bilingual context earned her the Pip St. John Award for academic excellence. The Symbol Literacy pedagogy has allowed Stephanie to weave her diverse academic backgrounds into a cohesive teaching philosophy. This approach bridges an understanding of children’s physical development with sound, pace-sensitive pedagogical practices, fostering holistic and student-centred learning.
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