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.
The aim of the quantitative study is to identify the digital literacy levels of prospective teachers in terms of several variables. The sample consisted of 354 prospective teachers studying in different departments of Sakarya University College of Education. The 30-item instrument used to gather the data was the “Digital Literacy Scale” developed and used by the researchers. The scale was composed of 5 different factors namely information literacy, visual literacy, software literacy, technology literacy and computer literacy.
This chapter examines how new visual literacies allow students to create meaning and develop competencies needed for the 21st century. Today’s generation is continually exposed to visual and digital media. Through empirical work, this chapter highlights how emerging visual technologies such as big data, infographics, digital badges, electronic portfolios (ePortfolios), visual social media, and augmented reality are facilitating the development of technology-related skills required for students in academics and in the workforce. Each visual technology platform will be examined for their usefulness in promoting engagement, subject-matter knowledge, and collaborative learning outside the traditional classroom approach.
This article discusses visual literacy, its connection to information literacy, and its significance to scientific disciplines. It includes a case study from Washington and Lee (W&L) University that showcases how libraries can integrate visual literacy instruction into STEM courses. In the study, two W&L Library staff members partnered with one W&L visiting assistant professor of physics to transform a common assignment, the academic poster, into a digital form of visual communication. This shift resulted in a revised evaluative rubric and led to enhanced library led instruction focusing on information literacy, visual literacy, and digital literacy skills.
“This paper makes a case for a direct relationship between digital literacy and nonlinear thinking styles, articulates a demand for nonlinear thinking styles in education and the workplace, and states implications for a connection between nonlinear thinking styles visual literacy, and intuitive artistic practice.”