Establishing Design Literacy International Network

Abstract

The aims of the workshop where threefold:
 
 a) establish an international network on Design Literacy,
 b) articulate how network membership might support personal goals,
 c) share information regarding how the participants might contribute into the network in terms of research expertise, funding, networks.
 
 The workshop gathered a group of 21 international scholars who were interested in exploring the emerging area of the Design Literacy. Production and consumption are very much tight around human designed and made systems – how can citizens become aware of their vital role in shaping the world and support a better tomorrow for both people and planet? How does the uptake of design literacies evolve across diverse field of education (both universities and K12), policy development and commercial organisations?

Students’ Public success and private breakdown?

“…The master-apprentice studio pedagogy constricts the learning environment and perpetuates an oppressive learning environment, which is a continuous threat to students' mental well-being (Stead et al, 2022) throughout the decades (Braaten, 1964). The model is contrary to Nielsen and Braenne's (2013) advocation of the vital design educational role in promoting democratic ideals through participation and dialogue. Hence, this study highlighted the 'public success and private breakdown' phenomenon, wherein students might outwardly appear successful but privately struggle with the pressures and demands of the master-apprentice pedagogical approach.…”

“…Furthermore, the hidden curriculum enacted in the design studio negatively impacted the pedagogical culture (Masatlioğlu & Parker, 2017) when enculturated behaviours and mindsets were normalised and manifested accordingly (Craig et al, 2018;Meghani & Harvey, 2016). The following section expands Nielsen and Braenne's (2013) proposition that design literacy advocates general design education for citizenship by promoting democratic ideals through participation and dialogue within an educational context to critique the impotence of the pervasive master-apprentice model as the dominant design approach in architecture education.…”

“…2012; Webster, 2004). Nielsen and Braenne's (2013) framework for design literacy education demonstrated that the master-apprentice approach was ineffective in advocating democratic ideals through participation and dialogue, which inhibited the exploration of ideas.…”

“…A discussion was also established on the characteristics of the daily formative master-apprentice or one-on-one desk critiques for the authoritative master-apprentice relational pedagogy. Particularly, Nielsen and Braenne's (2013) framework for design literacy education assisted in defining the optimal conditions of design literacy in educational settings. An experimental cross-pollinative team learning (CTL) design studio pedagogy through social support (student-to-student and tutor-to-student relationships) was hypothesised to generate positive impacts on students, owing to social support being revealed to benefit emotional well-being (Awang et al, 2014;Friedlander et al, 2007;Kantanis, 2000;Rayle & Chung, 2007) and academic achievement (Meehan & Howells, 2018Strolin-Goltzman et al, 2016).…”

Alfabetización en Diseño. Una Experiencia de Diseño Participativo con Adultos Mayores de Escasos Recursos

“…El término alfabetización, si bien se ha usado y usa convencionalmente en el campo de la educación para hacer referencia a la acción de enseñar a leer y escribir una lengua específica a un grupo poblacional, preferentemente de adultos, en las últimas décadas ha ampliado significativamente su contenido y campo de aplicación. Aparece asociado a otros campos disciplinarios: alfabetización mediática, alfabetización visual, alfabetización científica, alfabetización ecológica, alfabetización múltiple, alfabetización crítica, son algunos ejemplos de combinaciones en el sentido reseñado (Nielsen & Braenne, 2007).…”