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.
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.
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.
In an effort to advance visual literacy (VL) education, the purpose of this paper is to develop and test a VL instruction program for 2.5-4-year-old children in a public library setting. The study was designed as a series of VL workshops for young public library visitors. Each workshop collected information about children’s existing VL knowledge, introduced them to new visual concepts, and measured their engagement and comprehension of the newly acquired material. The study data were collected via questionnaires and observations.
The proliferation of images and their increased use in academic and everyday information practices has sparked an interest in visual literacy as an area of research and library instruction. Teaching approaches and student learning are examined using theoretical frameworks and a variety of methodological strategies. This paper provides a review of research methodology adopted in empirical studies of visual literacy that were published in academic journals between 2011 and 2017.
Archival instruction pedagogy is shifting from traditional lecture-based show-and-tell approaches to more active hands-on strategies that fall within the realm of active or inquiry-based instruction. Archivists are beginning to assess their instruction sessions using reaction assessments, learning assessments, performance assessments, and blended approaches; gathering data to illustrate the efficacy of the instruction pedagogy employed and thereby shedding light on how archives contribute in meaningful ways to student learning.
Visual literacy skills have become an inevitable part of life in today’s world. Technological innovations leading to new literacy skills have changed traditional ways of communication and made it necessary to learn and understand symbols, pictures, photos, illustrations, diagrams, infographics, pictograms, simulations, graphical interfaces, digitized images, and other visual tools. Therefore, it is very significant to teach individuals about visual literacy skills: the ability to understand, interpret, evaluate, organize, and construct visual information. Infographics are essential tools for learners. One of the most prominent institution to teach visual literacy skills is libraries. Visual tools, strategies, and methods should be applied in library instructions for users to realize these skills. The aim of the chapter is to show the importance of visualization, visual literacy, and infographics and present suggestions regarding how to develop the visual literacy skills of learners by libraries.
Infographics have been frequently used in recent years with the purpose of the visual presentation of information. It is a visualisation method which aims at presenting any content with a visual composition, combining such elements as shapes, symbols, graphics, photographs, illustrations, and texts for the target audience. The purpose of this research is to develop an instructional design based on the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model of infographic design as well as the determination of student and teacher opinions on the usage of infographics in teaching.
Design students can pose multiple challenges for librarians. Their information-seeking behaviours are often less linear than those of their university colleagues. Developing library initiations and instruction becomes even more challenging when working with international students who bring different cultural backgrounds and language competencies to their college programme. They also have varying degrees of experience with and knowledge about libraries.
Academic librarians have a demonstrated interest in digital tools for teaching and learning and often provide support for these tools to their wider campus communities. Additionally, many librarians incorporate these tools into their own teaching in the information literacy classroom. However, little has been written about how digital tools can support critical information literacy and critical pedagogy specifically in library instruction.
In a four-session Summer Bridge programme, we experimented with new curricular and pedagogical ideas with a group of incoming freshmen. We developed the Comics-Questions Curriculum (CQC), which melds students’ question asking with a focus on comics. The purpose of this paper is to describe the rationale for and ongoing development of the CQC as well as the ways the CQC fosters engagement of students and librarians, builds upon students’ existing skills but propels them forward toward college-level work, and positions librarians as partners in students’ college work. Although it was designed for a specific purpose initially, the CQC in its current state is widely adaptable to other contexts beyond the original scope.
In this article, we use an interdisciplinary, short-term study abroad program in Berlin, Germany, “Memorializing the Holocaust,” as a case study to demonstrate the importance of incorporating visual literacy competencies into study abroad course curriculum. By focusing on visual literacy, the program helps students navigate beyond their initial touristic relationship to the iconic images and sites in Berlin, allowing them to re-envision and reflect upon their significance.
The quality of a data display can have an impact on the interpretation of those data. A survey of the literature indicates that data displays can vary in quality of accuracy, clarity, and efficacy. In this study we develop and apply an evaluative rubric to graphs in a sample of six education journals: three research and three practitioner. Results indicate that graph quality is typically high in educational journals, however, in practitioner oriented journals issues around graph clarity and efficacy should be addressed. Common error patterns are pinpointed, and four recommendations are made to authors and editors: focus on meaningful labels, increase amount of data displayed, portray multiple relationships, and elaborate with supporting text.
In the early drafts of the Information Literacy Framework for Higher Education, metaliteracy and metacognition contributed several guiding principles in recognition of the fact that information literacy concepts need to reflect students’ roles as creators and participants in research and scholarship. The authors contend that diminution of metaliteracy and metacognition occurred during later revisions of the Framework and thus diminished the document’s usefulness as a teaching tool. This article highlights the value of metaliteracy and metacognition in order to support the argument that these concepts are critical to information literacy today, and that the language of these concepts should be revisited in the language of the Framework. Certainly metacognition and metaliteracy should be included in pedagogical strategies submitted to the newly launched ACRL Framework for Information Literacy Sandbox.
The tenet of this article is that historic scientific works, along with science-themed artists’ books, photobooks, and U.S. government-produced reports, can contribute to contemporary science education in inspiring ways. By integrating these materials into undergraduate science-writing projects, we are pioneering an alternative paradigm that merges the sciences and the arts. We are teaching undergraduate science majors through content that invokes scientific curiosity, sparks creativity, and makes science accessible.
This paper presents a brief overview of infographics, together with study which was originated to discover what motivates people to design infographics and what are the components of the creative process. Section 2 provides a literature overview. Section 3 outlines the methodology of experiment. Section 4 presents obtained results. Section 5 presents conclusions and future directions in studies of processes in designing infographics, outlines the important problem for further research.
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.
The visual dominates our visual culture and has become an essential tool for universal communication. The information landscape is embedded in contemporary culture through the internet and social media; wi-fi and remote access to library resources enable immediate access to information. The visual has become an essential resource and source to share. Image cross boundaries and non-verbally illustrate information – a global language that unifies all cultures. Therefore, when communicating human rights issues, images narrate the past and present. How do our brains process these visual resources, and what influence does this neurological process have on interpreting visual images of culture or human rights?
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.