This article presents one way that librarians, archivists, and educators can create new knowledge by connecting communities with rare material culture. The authors share how they engaged critically reflective practices while gathering descriptions of rare Mexican artists’ books at community-engaged outreach events. The books took on new meanings once they were removed from the context of the archives, and were centered within diverse communities.
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.
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.
Tertiary students from non-English speaking backgrounds are often required to undertake preparatory language courses. Whilst these programs help them achieve an operational level of academic English, their curricula do not explicitly promote the development of essential 21st century visual literacy skills. Understandings of visual literacy in adult English language teaching seem to overly simplify it as using images to complement written texts, generally through the use of technologies. This article examines intersections between classroom practices, visual literacy and the use of digital technologies in English language courses for higher education.
This article discusses the potential and challenges of teaching a second‐semester German class with Simon Schwartz’s graphic novel drüben! (2009) alongside a traditional textbook. While the class explored linguistic, literary, and cultural‐historical aspects of drüben!, a GDR‐themed family memoir, the focus here is on those pedagogical interventions which dealt with the training of visual literacy.