Use and reuse of visual resources in student papers and presentations

Abstract

Purpose The purpose of this study is to explore how undergraduate and graduate students use visual resources in their papers and presentations and what role images play in their academic work. It also focused on analyzing the types of image use/reuse in academic work. Design/methodology/approach This study was designed using an exploratory, qualitative approach. In all, 15 participants were recruited. Multiple sources of data were collected, including visual evidence, questionnaires and interviews. It adopted consensual qualitative research for data analysis. Findings This study finds a prevalent reuse of images in student presentations but limited use and reuse in papers. Images in presentations were primarily reused as objects for engaging and esthetic purposes. Reuse of images as a source of information was not common and in some cases problematic when students were missing context. The type of use/reuse of images in the papers was more varied with examples of creative use and transformative reuse. Practical implications This paper contributes to a better understanding of how students use and reuse images for academic papers and presentations. Results have important implications for teaching visual literacy and re-purposing images in higher education. Originality/value This paper analyses educational use/reuse of images along the data/object spectrum and distinguishes between different types of image use and reuse.

A systematic literature review on image information needs and behaviors

“…Illustration needs were among users in professional and academic settings, such as students, lecturers, researchers and doctors. Creating presentation slides or preparing study materials were frequently mentioned image use cases (e.g., Beaudoin, 2014; Huang and Kelly, 2013; Matusiak et al , 2019a,b). In medical settings, clinicians use images to support patient diagnoses and colloquia presentations (Beaudoin, 2014).…”

“…Of the literature reviewed, 20 studies recruited students as participants to investigate everyday image information behavior. Despite this high number, only a handful of studies (Huang & Kelly, 2013;Matusiak, 2013;Matusiak et al, 2019a;Matusiak et al, 2019b) in our dataset intentionally targeted the information needs and seeking behavior of students. The remaining studies examined the daily needs of general image searchers through the eyes of students.…”

“…Our dataset indicates that convenience sampling has been a popular data collection method, especially recruiting college students as "general users." Twenty studies focused on students, yet only four studies specifically targeted the needs and behavior of students (Huang & Kelly, 2013;Matusiak, 2013;Matusiak et al, 2019a;Matusiak et al, 2019b). As such, future studies, especially those attempting to capture the behavior of general users, may need to diversify their samples.…”

Studying visual literacy: Research methods and the use of visual evidence

“…Case studies offer insight into teaching visual literacy in disciplinary contexts and provide examples of classroom activities (Beaudoin, 2016; Bell, 2014; Matusiak, 2013; Ravas and Stark, 2012). Matusiak et al (2019a, 2019b) examined students’ visual literacy skills and the use of images in the context of academic work in a qualitative exploratory study. The researchers adopted Consensual Qualitative Research (CQR), a method developed in counseling psychology.…”

Digital library evaluation measures in academic settings: Perspectives from scholars and practitioners

“…Furthermore, the Assessment Interest Group research team explored the barriers and solutions in assessing the reuse of digital objects outside of digital library systems (O'Gara et al, 2018). Matusiak et al (2019) expanded the notion of use and reuse and found instances of creative and transformative reuse in the academic context. These studies identify categories of reuse that can be applied in further evaluation studies of digital libraries.…”