This research paper describes the application of a didactic innovation project in Higher Education. We present the theoretical foundation of the project. Thanks to the evolution of the Web and the potential of image to disseminate and generate knowledge, visual materials have had an increasingly powerful projection in Education, especially for the development of new methods, media and didactic materials in Higher Education. As a result of researchers interested in it, Visual Literacy has emerged as an academic field developing research and didactic effectiveness of the image, and digital competences and academic literacy as instruments to be integrated into curriculum of higher education for its excellence. We analyse the didactic innovation project by presenting how we integrated a Visual and Academic Literacy competence-based program into a course at the Carlos III University of Madrid.
Competency in visual literacy (VL) is crucial for effective visual communication, and thus for living and working in a visually saturated environment. However, VL across disciplines is still marginalized in higher education curricula. This tendency is partly caused by the lack of knowledge and agreement on what it means to be visually literate. This study juxtaposes and evaluates 11 VL definitions, selected as the most relevant for higher education practitioners and coined from 1969 (the first one) to 2013 (the most recent one).
In recent times, the declaration of the prominence of the visual over other channels of communication has been persistent across several disciplines, including film studies, design, sociology, and literacy education (e.g. Bolter, 1991; Fransecky & Debes, 1972; Kress, 2005; Sartori, 1998; Messaris, 2012). It is within this loom of visuality that the concept visual literacy has been woven together throughout the twentieth century and beyond. This dissertation explores the mobilization of this concept through the last century and addresses the implications of its interdisciplinary and polysemic nature. By tracing the evolution of this term, as well as some of its correlates in English, I map the concept of “the visual as a literacy.”
This literature review traces recent scholarship on a particular form of communication that uses images for persuasive purposes: visual rhetoric. Disciplines within the purview of this literature review include writing studies, speech, communication, education, and marketing as well as, to a limited degree, anthropology, information science, art history, architecture, and design. The chapter will discuss three main theoretical constructs which ground scholarship in this field: rhetoric, iconology, and semiotics.
This paper aims to explore a study that examines the role of academic librarians who teach visual literacy within their information literacy curricula.
While much has been written about visual literacy and multimodal teaching, almost nothing has been published on preparing instructors and graduate teaching assistants to provide students with the mechanics of visual design, rhetoric, and cultural criticism to help them build complex, multimodal projects that go beyond visual inclusion and critique. This chapter focuses on a graduate course on visual literacy, rhetoric, and design that was taught by one of the authors and taken by the other four.
This column explores the ways in which the new generation of librarians can position themselves at the front lines of the misinformation and “fake news” crisis by incorporating visual literacy and news literacy into information literacy lessons.
This work-in-progress seeks to benchmark the visual literacy skills of undergraduate mechanical engineering students at a small technical university, as well as the faculty’s current efforts to develop students’ visual literacy skills. Visual literacy is accepted as a crucial 21st century for students, professionals, and citizens, yet its definition varies greatly across the literature. In addition, existing assessment tools are too general and are insufficient for measuring visual literacy as it applies to engineering design. Our work seeks to establish a simplified method for assessing the visual literacy skills of graduating seniors in a mechanical engineering program.
Recognizing the relationship of keen observation to communication, critical thinking, and leadership in evidence-based literature, educators have expanded the use of art museums to augment visual intelligence skills. The purpose of this pilot intervention was to evaluate an innovative, interdisciplinary approach for integrating visual intelligence skills into an advanced communications and collaboration course. Collaborating with museum educators, the intervention for doctoral students was conducted at the National Gallery of Art. The aims were to explore and evaluate observation skills, use of intentional language in communication, impact of visual intelligence on perception, and role of visual intelligence with empathy.
The effectiveness of using video content for teaching and learning has mixed reviews, but some potential positive outcomes include students improving their creativity, experiencing higher levels of interaction, increasing self-efficacy, and engaging in meaningful reflection. This exploratory study examined how higher education instructors in philanthropic and nonprofit studies programs in the United States use video in their courses
Contemporary culture is a visual culture. Visual images become the predominant form of communication. Students should be visually literate and be able to read and use visual language, to decode, interpret and evaluate visual messages successfully, and, last but not least, to encode and compose meaningful visual communication. The combination of modeling with other methods in scientific knowledge increases its potential as a cognitive method. Infographics can play a significant role in the process as tool or target according to the age and cognitive abilities of the students.
Despite the growing recognition that second language (L2) listening is a skill incorporating the ability to process visual information along with the auditory stimulus, standardized L2 listening assessments have been predominantly operationalizing this language skill as visual-free (Buck, 2001; Kang, Gutierrez Arvizu, Chaipuapae, & Lesnov, 2016). This study has attempted to clarify the nature of the L2 academic listening assessment construct regarding the role of visual information.
Although Romanian school curricula introduce pupils from all grades to various forms of graphic representation, Romanian students do not get enough training in graph analysis as required by an IELTS exam because this specific competence is not particularly envisaged by the national curriculum for English as a foreign language.
Agricultural literacy levels are decreasing during a time of great technological growth in the agriculture industry. Many complex ideas, such as genetically modified foods, are gaining public interest while leading to confusion. The role of agricultural literacy campaigns is to be an educational source for those seeking truthful information about such subjects. Although multiple campaigns exist, society as a whole seems to be struggling with grasping topics like genetic modification. When trying to learn such subjects, a leaner’s cognitive resources can be overwhelmed, thus hindering the learning process. The inclusion of visual aids can prevent this from occurring.
Within various disciplines, contextual sources such as history, theory, and criticism are used to support knowledge claims. However, the discipline of art history assigns the undergraduate a particular challenge with regard to secondary source use.
The purpose of this qualitative study was to explore the perceptions of teachers in a suburban private school in Florida serving prekindergarten through Grade 8 regarding the use of graphic novels to increase student motivation to read. The problem was teachers were concerned with students’ inability to complete the required novels, demonstrate comprehension of deep meaning from the text, read silently, and read outside of school. Teachers raised serious concerns about the reading achievement of middle school students. Teachers also noted a frequent mismatch between the preference of the middle school reader and the instructional opportunities provided. The study was designed to help determine how the inclusion of graphic novels could benefit struggling and reluctant readers.
Students interact with information in many ways throughout the day, code switching between modes depending on their needs. Educators are finally realizing that composing in more than one mode is not only important, but also necessary. The purpose of this study is to examine the role of the academic library, the ACRL Framework and information literacy instruction in creating ethical, inspired users. This paper looks at previously published work on multimodal discourse, how libraries have supported modes in the past and how the ACRL Information Literacy Framework highlights the need to teach students and faculty how to compose in many modes.
The paper describes a study of visual learning in a network environment, which includes a new instructional model, the STILE (situation, tools, interaction, lucubration, evaluation) model which is based on Problem Based Learning (PBL). We describe the process of blended learning through a teaching experiment which offers a good reference to teachers. We then describe how this model can be carried out in a network environment efficiently. The experimental results show that visual learning in a network environment can improve the learning effect, which promotes students’ learning from passive to active and leads to a better communication and reflection.
Description is an essential library service of which reads may be unaware. The catalouge reveals where the desired item is; the item is retrieved. That seems easy. But the description of materials in special collections is often more complex, and sometimes even the fundamental nomenclature indicating what an item is can be difficult to identify.
Four colleagues–a faculty member, a digital services librarian, a research librarian, and a curator of Special Collections–take turns describing their role in creating an undergraduate student project around an eighteenth-century almanac that belonged to Marie-Antoinette. In recounting the steps taken, the collaborative process, the student research, and the analysis of the contents of the Trésor des Grâces almanac, we share the lessons learned for completing a digital exhibit over the course of one semester.