Teaching Towards Sustainability Literacy in Art, Design and Fashion

2016 ◽  
pp. 221-233
Author(s):  
Antony Johnston ◽  
Rebecca Leach ◽  
Heather Sproat
Keyword(s):  
Sustainability Literacy ◽  
Art Design

scholarly journals A “Strong” Approach to Sustainability Literacy: Embodied Ecology and Media

Philosophies ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Cary Campbell ◽  
Nataša Lacković ◽  
Alin Olteanu
Keyword(s):  
Media Literacy ◽  
Meaning Making ◽  
Environmental Literacy ◽  
Literacy Studies ◽  
Critical Media Literacy ◽  
Semiotic Approach ◽  
Sustainability Literacy ◽  
Critical Media ◽  
Definition Of ◽  
Integrated Sustainability

This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites bridging biosemiotics with critical media literacy, in pursuit of a strong, integrated sustainability literacy. The need for such a construal of literacy can be observed in recent scholarship on embodied cognition, education, media and bio/eco-semiotics. By (1) construing the environment as semiosic (Umwelt), and (2) replacing the notion of text with model, we develop a theory of literacy that understands learning as embodied/environmental in/across any mediality. As such, digital and multimedia learning are deemed to rest on environmental and embodied affordances. The notions of semiotic resources and affordances are also defined from these perspectives. We propose that a biosemiotics-informed approach to literacy, connecting both eco- and critical-media literacy, accompanies a much broader scope of meaning-making than has been the case in literacy studies so far.

scholarly journals Teaching Sustainable Responsibility through Informal Undergraduate Design Education

2021 ◽  
Vol 13 (15) ◽  
pp. 8378
Author(s):  
Louise R. Manfredi ◽  
Meriel Stokoe ◽  
Rebecca Kelly ◽  
Seyeon Lee
Keyword(s):  
Design Education ◽  
Sustainability Education ◽  
Focus Group Study ◽  
Formal Curriculum ◽  
Informal Curriculum ◽  
Exchange Program ◽  
Sustainability Literacy ◽  
Material Conservation ◽  
Rich Data ◽  
The University

Recent reports, initiatives, and activities around higher education institutions revealed the relevance and value of sustainability education through both formal curriculum and informal curriculum activities. While the significance of sustainability education has continuously improved by raising awareness among new generations of students, it has not adequately promoted pro-environmental behaviors or attitude changes. This research study used a linear pretest–posttest experimental approach to understand whether two codesigned interventions; a trash and recycling bin system, and a Materials Exchange program, could improve sustainability literacy and material conservation behaviors across the School of Design. Additionally, a mid-experiment focus group study was conducted to provide text-rich data for analysis of 3R behaviors. Analysis of the data collected revealed that these interventions were reasonably successful in improving responsible material management. To have a greater impact on sustainable behavior, it is suggested that a formal educational experience should supplement the informal interventions described in this paper to onboard students as they enter the design studio culture. Additionally, the expansion of the trash and recycling bin station system into the university dormitories is discussed. This work has successfully catalyzed a collaboration between all School of Design stakeholders to address studio waste in a tangible way.

scholarly journals USE INTERACTIVE MEDIA TO ENHANCE CREATIVITY OF DESIGNERS BY STIMULATING THE SENSES IN THE CONTEXT OF ART DESIGN EDUCATION

2021 ◽  
Vol 1 ◽  
pp. 3319-3328
Author(s):  
Xiaoxiao Liu ◽  
Yukari Nagai ◽  
Kumi Yabuuchi ◽  
Xiuxia Cui
Keyword(s):  
Design Education ◽  
Design Thinking ◽  
Interactive Media ◽  
Media Technology ◽  
Education Environment ◽  
The Senses ◽  
Art Design ◽  
To Receive ◽  
Core Issues

AbstractCreativity is very important for designers, and methods to stimulate designers' creativity are the long-term focus of art design education. The senses are an important channel for designers to receive information and define core issues. Stimulating the designer's senses can help enhance their perception and creativity, and is of great benefit for the quality and efficiency of the design outcome. Today's interactive media technology provides more possibilities and advantages for designers' perception and sensation. The purpose of this research is to explore a way to stimulate the designer's senses through the use of interactive media, thereby improving the designer's design thinking and creativity, and providing designers with innovative design support. By means of interactive ground projection and experiments, and discussion of the advantages of interactive media to stimulate designers' senses, this research proposes innovations in art design educational media, which is valuable for the training and learning of designers and the development of virtual education environment in the future.

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