Visual literacy practices in higher education: what, why and how?

Kędra, Joanna; Žakevičiūtė, Rasa

doi:10.1080/1051144x.2019.1580438

Cited by 73 publications

(54 citation statements)

References 8 publications

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“…With education and training, people can learn to interpret images. In this regard, Kędra and Žakevičiūtė (2019) point out that visual education diminishes rapidly after being highly prevalent in pre-school and primary school education. When students start higher education, textual world takes over and visuals are left to secondary position though today's communication is highly visual.…”

Section: Visual Literacymentioning

confidence: 99%

Teaching speaking with works of art in a preparatory class at university

Ekoç

2020

Innovation in Language Learning and Teaching

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Language instructors have been looking for ways to engage their students and encourage speaking. The purpose of this practice-based study is to show that responding to works of art has the potential to foster speaking skills. Apart from familiarizing students with different works of art, it provides an arena for authentic learning and making the most of diversity. We all want to live in a better world where all diversities are cherished, so teaching should be a medium to activate and tolerate different ways of thinking in a respectful manner. In such an activity, teachers can ask questions that require critical thinking skills and creative skills. In this practice-based case study, the researcher, who was also the instructor of two A1 level one-year English preparatory classes at university with a total number of 50 students, started each lesson with five pieces of art and it was observed that even the quietest students expressed their views in English about the paintings. By semistructured interviews, the researcher found out that it motivated them, colored their day and made them feel outside the classroom. They also stated that it improved their critical thinking and increased their appreciation of art.

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Section: Visual Literacymentioning

confidence: 99%

Teaching speaking with works of art in a preparatory class at university

Ekoç

2020

Innovation in Language Learning and Teaching

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“…Higher education must address shortcomings to support visual literacy competencies [32,35]. While it has been listed in the past, visual literacy is not currently listed as an essential learning outcome in higher education [36,37]; however, associated constructs that are included include inquiry and analysis, critical and creative thinking and quantitative literacy [38]. For instructors to support the acquisition of visual literacy, they need to develop or adopt a framework for developing questions on visualizations that will identify student shortcomings and reinforce comprehension of information within the visualizations [33,[39][40][41].…”

Section: According To the Association Of College And Research Librarimentioning

confidence: 99%

“…There are knowledge and skill gaps between undergraduate students and instructors in visual literacy that must be considered in course planning [43]. Visual literacy is a complex task and an important learned skill which must be emphasized in the classroom [21,36]. Visualizations contain a mixture of relevant and irrelevant information that can confuse or distract students from their task [42].…”

Section: According To the Association Of College And Research Librarimentioning

confidence: 99%

Visual Literacy Intervention for Improving Undergraduate Student Critical Thinking of Global Sustainability Issues

et al. 2020

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The promotion of global sustainability within environmental science courses requires a paradigm switch from knowledge-based teaching to teaching that stimulates higher-order cognitive skills. Non-major undergraduate science courses, such as environmental science, promote critical thinking in students in order to improve the uptake of scientific information and develop the rational decision making used to make more informed decisions. Science, engineering, technology and mathematics (STEM) courses rely extensively on visuals in lectures, readings and homework to improve knowledge. However, undergraduate students do not automatically acquire visual literacy and a lack of intervention from instructors could be limiting academic success. In this study, a visual literacy intervention was developed and tested in the face-to-face (FTF) and online sections of an undergraduate non-major Introduction to Environmental Science course. The intervention was designed to test and improve visual literacy at three levels: (1) elementary—identifying values; (2) intermediate—identifying trends; and (3) advanced—using the data to make projections or conclusions. Students demonstrated a significant difference in their ability to answer elementary and advanced visual literacy questions in both course sections in the pre-test and post-test. Students in the face-to-face course had significantly higher exam scores and higher median assessment scores compared to sections without a visual literacy intervention. The online section did not show significant improvements in visual literacy or academic success due to a lack of reinforcement of visual literacy following the initial intervention. The visual literacy intervention shows promising results in improving student academic success and should be considered for implementation in other general education STEM courses.

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“…Erfaringsbasert laering er tuftet på et kognitivt og sosiokulturelt laeringssyn hvor kunnskap ikke er uforanderlig, men formes og omformes gjennom erfaring og laeringsfellesskap (Lycke, 2014). Dagens studenter er vokst opp med visualisert informasjon og kommunikasjon, slik at kun tekstbaserte case og annet undervisningsmateriell kan derfor virke fremmed for studentene (Kędra & Žakevičiūtė, 2019). Tidligere studier har vist at case presentert gjennom video bidrar til at studentene oppfatter casene som mer autentiske (Ikegami et al, 2017), interessante og motiverende (Chan, 2010) sammenlignet med tekstbaserte case.…”

Section: Studentaktiv Laeringunclassified

Arbeidslivets perspektiv inn i klasserommet via filmatiserte case

Jakobsen¹,

Mehli²,

Hoel³

2020

Uniped

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Arbeidslivsrelevans i høyere utdanning er avhengig av kontakt med arbeidslivet, men like viktig er det å ruste studenten til en fremtid preget av livslang laering. I tillegg til fagkunnskap er arbeidsgivere opptatt av de generiske ferdighetene. Denne studien utforsker hvorvidt bruk av filmatiserte case utviklet i samarbeid med matbransjen kan bidra til at et emne som matmikrobiologi oppfattes som mer relevant for arbeidslivet av studentene. Hensikten var å trekke bransjens mikrobiologiske utfordringer inn i emneundervisningen. I tillegg ble det undersøkt om omleggingen bidro til økt studentmotivasjon og laering. For å frigi tid til caseundervisning ble en del forelesninger filmatisert for selvstudium. Studentene var gjennomgående positive til opplegget med omvendt klasserom, og de var spesielt fornøyde med fleksibiliteten som filmatiserte forelesninger gir. Casene ble oppfattet som relevante for arbeidslivet, og undervisningsformen bidro til at flere møtte forberedt enn til tradisjonelle forelesninger. Hovedutfordringen i opplegget var at studentene ble usikre på casenes relevans for emnets laeringsutbyttebeskrivelser og vurderingsform. Tydelige forventningsavklaringer er avgjørende for å sikre høy studentdeltagelse og at studentene møter forberedt til caseundervisningen. Omlegging av undervisningen bidro til signifikant bedre akademisk prestasjon enn tidligere år.

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Visual literacy practices in higher education: what, why and how?

Cited by 73 publications

References 8 publications

Teaching speaking with works of art in a preparatory class at university

Teaching speaking with works of art in a preparatory class at university

Visual Literacy Intervention for Improving Undergraduate Student Critical Thinking of Global Sustainability Issues

Arbeidslivets perspektiv inn i klasserommet via filmatiserte case

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