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.
In this paper, the author describes the cultural and technological context of visual literacy, resulting from the specificity of the evolutionarily expanding culture of image and the development of the information society, in the context of the concept of transliteracy. It presents the results of pilot studies of Polish university students for specific visual skills. Comparative material for research tasks of the prepared project “The legitimacy of visual literacy in the process of education” is a set of visual literacy (Visual Literacy Competency Standards for Higher Education, 2011) developed in academic and scientific environments in the USA (The Association of College and Research Libraries, ACRL).
In the paper the author describes the cultural and technological context of the visual literacy, coming from the specifics of the developing image culture and shaping of the information society. It shows the results of the pilot research on the Polish students in the scope of specific visual competences. The reference material for the research tasks prepared for‘”The legitimacy of visual literacy in the process of education” project was the visual literacy set (Visual Literacy Competency Standards for Higher Education, Chicago 2011) developed in academic and educational environments in the USA (The Association of College and Research Libraries, ACRL).
“The article discusses the need to modify the curricula of ICT in higher education. Contemporary university students seem to function well in the world of new technology, however, they have problems when working with information, including the identification of information needs, the selection of search tools adequate to the task and evaluating information found on the Internet. The curriculum of ICT at universities very often focuses only on narrow technical aspects. There is a necessity to introduce a broad perspective covering the organization, planning and implementation of individual learning in a digital information environment. It is a very important part of the development of the information culture of the young generation and lifelong learning process.”
“This article discusses visual literacy in the context of lifelong learning. The knowledge and ability to interpret images is one of the key elements of information literacy. A person is able to effectively communicate with others, to acquire knowledge about the world and create a new reality, thanks to information and visual competence. Therefore, there is a need to define more precisely and standardise the information and visual knowledge and skills to be used in education.”