Reconceptualizing Visual Literacy in Architectural Education

Abstract

Understanding, developing, and controlling visual literacy is a major part of architectural education since the role of the architect in society is to have an advanced skill level of visual literacy and transmit the codes and functions in a complex form of communication, which includes visual, perceptive, social, and psychological languages simultaneously. Dominating the discipline discernibly requires a good understanding of the definitions, interpretation of former studies, and an improvement of the self-model of visual communication in design. This study documents ways of developing visual literacy during architectural education and evaluates the models of learning for its improvement. The main objective of this study is to offer intuitions both for educators and students through working the concept of visual literacy in architectural education and architectural language of communication itself.