Look Before You Leap: Testing Some Assumptions on Visual Literacy and Predominant Learning Modalities of Undergraduate Design Students in Australia and New Zealand

Rourke, Arianne; O’Connor, Zena

doi:10.18848/1447-9494/cgp/v16i08/46466

Cited by 3 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Visual literacy competencies for students include understanding the main elements, techniques and media of visual design, being able to view visuals critically, and pondering on them (Avgerinou, 2009;Oblinger, 2003). Rourke & O'Connor (2009) found astoundingly low levels of visual literacy among design students. This suggests that visual literacy training cannot be limited to design courses.…”

Section: Discussionmentioning

confidence: 90%

“…Brumberger (2011) writes that university students who are exposed to visual images and considered digital natives actually have low levels of visual literacy. Similarly, Rourke & O'Connor (2009) found that the visual literacy leve;s of design students were rather low. Just as a person who continuously listens to music on his/her iPod cannot automatically be expected to teach others to make music or critically analyze it, people who live in an image-rich world do not automatically possess sophisticated visual literacy skills.…”

Section: Visual Literacy Trainingmentioning

confidence: 91%

See 1 more Smart Citation

The Reflections of Visual Literacy Training in Pre-Service Teachers’ Perceptions and Instructional Materials Design

Alpan¹

2015

JEHD

View full text Add to dashboard Cite

This study was conducted to describe the visual literacy training perceptions of pre-service pre-school teachers and the way they use the design tools learned during visual literacy training in their instructional materials. Participants were 57 pre-service teachers and 226 pre-school students. Qualitative data were collected by using semi-structured interviews and student diaries, while quantitative data were collected through the use of graded materials evaluation forms and observation forms for pre-school students. The findings suggested that pre-service teachers had positive perceptions of the visual literacy course. In instructional materials design, they were often successful at the use of design tools.

show abstract

Section: Discussionmentioning

confidence: 90%

Section: Visual Literacy Trainingmentioning

confidence: 91%

The Reflections of Visual Literacy Training in Pre-Service Teachers’ Perceptions and Instructional Materials Design

Alpan¹

2015

JEHD

View full text Add to dashboard Cite

show abstract

“…In general, students gain a better understanding of expert models and concepts when instructors use visual material to complement texts and lectures (Jacobson and Archodidou, 2000; Rourke and O'Connor, 2009). The pedagogical integration of imagery serves four learning outcomes.…”

Section: Pedagogical Perspectives On Visuality and Globalizationmentioning

confidence: 99%

Visual Sociology in the Classroom: Using Imagery to Teach the Politics of Globalization

Earnest

Fish

2014

Politics

View full text Add to dashboard Cite

How do students 'see' globalization? How do they understand visual representations of its political, social and ethical dimensions? This article discusses the use of visual materials as a tool for teaching globalization theory. Images convey specific values and beliefs, frame understandings of global problems, provide access to distant locales and offer a form of resistance. Such media allow students to consider how images may reproduce inherently politicized articulation, and to gain a better understanding of models of and concepts related to globalization. The article discusses a specific exercise, learning outcomes and pedagogical barriers to students' understanding of visual representation of space and place. It provides both specific images related to globalization and student analyses which illustrate how visual analyses may facilitate integration, synthesis and retention of otherwise abstract theories and concepts.

show abstract

Visual Information Literacy: Definition, Construct Modeling and Assessment

2021

View full text Add to dashboard Cite

A major problem in education and visual information design is that, while tools to measure people's reading and writing ability with texts and numbers are ripe, the ability to properly process information from data graphics -an ability that can be called Visual Information Literacy -is still off the radar, and even less interest is apparently devoted to its evaluation. The purpose of this research is that of presenting an exploration of methods and tools towards the measurement of data graphics effectiveness and efficiency, and of proposing a definition of 'Visual Information Literacy', together with the design of a model characterizing it as a developmental skills progression that covers the cognitive abilities activated when dealing with data graphics. A final goal of this paper is to report a first round of results assessing the validity of the model designed, by bringing statistical evidence that data graphics comprehension depends on the matching of users' ability and data graphics difficulty. The contribution of this paper is twofold: comparing the current research on Visual Information Literacy and advancing it by designing a model for its characterization to allow the design of a Visual Information Literacy measurement scale standard.

show abstract

Look Before You Leap: Testing Some Assumptions on Visual Literacy and Predominant Learning Modalities of Undergraduate Design Students in Australia and New Zealand

Cited by 3 publications

References 0 publications

The Reflections of Visual Literacy Training in Pre-Service Teachers’ Perceptions and Instructional Materials Design

The Reflections of Visual Literacy Training in Pre-Service Teachers’ Perceptions and Instructional Materials Design

Visual Sociology in the Classroom: Using Imagery to Teach the Politics of Globalization

Visual Information Literacy: Definition, Construct Modeling and Assessment

Contact Info

Product

Resources

About