Gamification as a Strategy for Visual Literacy Skills-Based Education: A Proposal for Educational Libraries

2021 ◽  
pp. 1-17
Author(s):  
Miguel-Ángel Marzal ◽  
Sara Martínez Cardama
Keyword(s):  
Visual Literacy ◽  
Literacy Skills

scholarly journals Lighten the Load: Scaffolding Visual Literacy in Biochemistry and Molecular Biology

2017 ◽  
Vol 16 (1) ◽  
pp. es1 ◽  
Author(s):  
Erika G. Offerdahl ◽  
Jessie B. Arneson ◽  
Nicholas Byrne
Keyword(s):  
Molecular Biology ◽  
Cognitive Load ◽  
Visual Literacy ◽  
Life Sciences ◽  
Visual Representations ◽  
Literacy Skills ◽  
Complex Nature ◽  
Levels Of Abstraction ◽  
Intended Meaning ◽  
Visual Elements

The development of scientific visual literacy has been identified as critical to the training of tomorrow’s scientists and citizens alike. Within the context of the molecular life sciences in particular, visual representations frequently incorporate various components, such as discipline-specific graphical and diagrammatic features, varied levels of abstraction, and spatial arrangements of visual elements to convey information. Visual literacy is achieved when an individual understands the various ways in which a discipline uses these components to represent a particular way of knowing. Owing to the complex nature of visual representations, the activities through which visual literacy is developed have high cognitive load. Cognitive load can be reduced by first helping students to become fluent with the discrete components of visual representations before asking them to simultaneously integrate these components to extract the intended meaning of a representation. We present a taxonomy for characterizing one component of visual representations—the level of abstraction—as a first step in understanding the opportunities afforded students to develop fluency. Further, we demonstrate how our taxonomy can be used to analyze course assessments and spur discussions regarding the extent to which the development of visual literacy skills is supported by instruction within an undergraduate biochemistry curriculum.

Validity and Reliability of Mathematical Visual Literacy Skills Based on Avgerinou’s Vilual Literacy Index

2021 ◽  
Vol 12 (3) ◽  
pp. 1102-1121
Author(s):  
Raja Lailatul Zuraida Et.al
Keyword(s):  
Content Validity ◽  
Visual Literacy ◽  
Early Stage ◽  
Reliability And Validity ◽  
Principal Component ◽  
Literacy Skills ◽  
Face Validity ◽  
Validity And Reliability ◽  
Principal Component Axis ◽  
Bartlett’S Test

There is much literature on visual literacy across different fields of knowledge. Even so, generally there is a gap of literature that deals with measuring mathematical visual literacy skills. The objective of this paper is to produce empirical data on reliability and validity of mathematical visual literacy skills instrument. The development of items was based on the skills outlined Avgerinou’s VL Index (2007. The early stage in validating the instrument required researchers to seek face validity and content validity from panels of experts. Face validity was based on subjective judgements of the items. Meanwhile, content validity was determined by Content Validity Index (CVI) which is computed using Item-CVI (I-CVI) and Scale-CVI (S-CVI). Each mathematical visual literacy skills had accepted S-CVI values ranging from 0.86 to 1.00 but items with low I-CVI values were deleted. Next, construct validity and reliability was determined by using Exploratory Factor Analysis (EFA) and Cronbach’s alpha respectively. The instrument, consisting of 43 items was assessed on 428 pre-university students. Students’ responses were scored using analytical rubric developed by researchers. Using Principal Component Axis (PCA) and varimax rotation, EFA was carried out where 40 retaining items were extracted to 7 factors, representing each visual literacy skills. Kaiser-Meyer-Olkin (KMO) of 0.721, significant Bartlett’s Test of Sphericity (BTS), communalities anti images ranging between 0.308-0.721 and 0.503-0.835 respectively, 7 extracted factors explaining 53.685% of the total variance, factor loadings of ±0.520 and more, and overall Cronbach’s alphas of instrument recorded at 0.82, explained the complete validity and reliability of the instrument.

Reading image and thinking image in a new visual age

2016 ◽  
Author(s):  
Seyda Eraslan Taspınar
Keyword(s):  
Art Education ◽  
Visual Arts ◽  
Mass Communication ◽  
Visual Literacy ◽  
Literacy Skills ◽  
Visual Language ◽  
Multiple Literacies ◽  
Visual World ◽  
Scanning Method ◽  
Visual Arts Education

We are living in the age in which visually is prevailing intensely and mass communication is based upon image rather than expression.  It is a significant skill for our age to comprehend the language of images in this new visual age. Art and visual world are not independent concepts.  Visual literacy, a branch of multiple literacies emerged with the development of information and its transfer style, is a visual language utilized to work out issues of this new visual age.   In this study, the relation of visual literacy concept to art and art education is investigated based on the literature in the light of technological advancements.   Improvability of visual literacy skills through art education is discussed by compiling the results and comments of other studies and investigating the interrelation of art and visual literacy.  At the end of the research with the scanning method, evaluations on the relations of visual literacy concept to art education and their interactive sides were carried out, and conclusions and recommendations were stated relevant to raise productive individuals that have visual literacy skills through an effective art education.Keywords: visual literacy, visual thinking, visual arts, visual arts education

Conceptualizing the integration of digital humanities in instructional services

2015 ◽  
Vol 33 (1) ◽  
pp. 134-142 ◽  
Author(s):  
Raymond Pun
Keyword(s):  
Data Analysis ◽  
Digital Literacy ◽  
Digital Humanities ◽  
Visual Literacy ◽  
Public Library ◽  
Literacy Skills ◽  
Digital Resources ◽  
Content Type ◽  
Digital Skills ◽  
Instructional Services

Purpose – The purpose of this paper is to conceptualize how digital humanities (DH) projects can be integrated into instructional services programs in libraries. The paper draws on three digital projects from the New York Public Library (NYPL) and explores how librarians can creatively utilize these resources to teach new digital literacy skills such as data analysis and data management. For patrons, they can learn about the content of these crowd-sourcing projects as well. By integrating DH projects into library instruction, the possibilities and opportunities to expand and explore new research and teaching areas are timely and relevant. Design/methodology/approach – The approach of this paper is to explore NYPL’s three digital projects and underscore how they can be integrated into instructional services: “What’s On the Menu,” “Direct Me NYC” and “Map Warper” all offer strengths and limitations but they serve as paradigms to explore how digital resources can serve multipurpose use: they are databases, digital repositories and digital libraries but they can also serve as instructional service tools. Findings – The paper conceptualizes how three DH projects can serve as teaching opportunities for instructional services, particularly teaching digital literacy skills. By exploring the content of each digital project, the paper suggests that users can develop traditional information literacy skills but also digital literacy skills. In addition, as crowdsourcing projects, the Library also benefits from this engagement since users are adding transcriptions or rectified maps to the Library’s site. Patrons develop visual literacy skills as well. The paper addresses how librarians can meet the needs of the scholarly community through these new digital resources. While the paper only addresses the possibilities of these integrations, these ideas can be considered and implemented in any library. Practical implications – The paper addresses positive outcomes with these digital resources to be used for library instructional services. Based on these projects, the paper recommends that DH projects can be integrated into such instructions to introduce new content and digital skills if appropriate. Although, there are limitations with these digital resources, it is possible to maximize their usage if they are used in a different and creative way. It is possible for DH projects to be more than just digital projects but to act as a tool of digital literacy instruction. Librarians must play a creative role to address this gap. However, another limitation is that librarians themselves are “new” to these resources and may find it challenging to understand the importance of DH projects in scholarly research. Originality/value – This paper introduces DH projects produced in a public research library and explores how librarians can use these digital projects to teach patrons on how to analyze data, maps and other content to develop digital literacy skills. The paper conceptualizes the significant roles that these DH projects and librarians can play as critical mediators to introducing and fostering digital literacy in the twenty-first century. The paper can serve as an interest to academic and public libraries with large research collections and digital projects. By offering new innovative ideas of integrating DH into instructional services, the paper addresses how DH projects teaching tools can support specific digital skills such as visual literacy and data analysis.

scholarly journals TOWARDS A VOCABULARY FOR VISUAL ANALYSIS: USING PICTURE BOOKS TO DEVELOP VISUAL LITERACY WITH PRE-SERVICE TEACHERS

Mousaion ◽  
2016 ◽  
Vol 32 (2) ◽  
pp. 25-47
Author(s):  
Christine Du Toit
Keyword(s):  
Picture Books ◽  
Visual Literacy ◽  
Visual Analysis ◽  
Picture Book ◽  
Literacy Skills ◽  
Teaching Materials ◽  
Multimodal Texts ◽  
Written Text ◽  
Cultural Experiences ◽  
Words And Images

This article brings together the connectedness between words and images. It discusses the increasing impact of semiotics in the field of children’s literature as well as the way children are thinking and living in the 21st century. The present literacy landscape demands that teachers understand multimodal texts and are able to interpret and teach these texts. A central aim of psychology and education is to develop an understanding of how children learn and how to present teaching materials in ways to help children learn. Using visual material does not mean that all visually composed teaching materials will necessarily lead to understanding. Visual literacy skills must be taught, especially in diverse environments where every child brings to the class his/her own cultural experiences. Using picture books with diverse beginner readers needs clear and specific principles to be able to critically interpret the interaction between text and images. The article explores the integration of text and images through Preller’s picture book Babalela (2000), illustrated by Andries and Erica Maritz. To explore visual literacy skills, Lohr’s (2008) principles, actions and tools (PAT) design framework will be used to analyse the picture book in order to understand the visual sign system and how the visual and the written text interact to create meaning. This knowledge will enable pre-service teachers and in-service teachers to build a vocabulary for visual analysis and to develop critical reading skills, ‘which is essential for any sort of critical thinking in the 21st century’ (Burmark 2002:v).

scholarly journals Learn from your environment: A visual literacy learning model

2020 ◽  
Vol 36 (4) ◽  
pp. 173-188
Author(s):  
Matthew Guinibert
Keyword(s):  
Visual Literacy ◽  
Alternative Pathway ◽  
Visual Learning ◽  
Literacy Learning ◽  
Learning Model ◽  
Learning Opportunities ◽  
Literacy Skills ◽  
Learning Support ◽  
Learning Space ◽  
Visual Skills

Based on the presupposition that visual literacy skills are not usually learned unaided by osmosis, but require targeted learning support, this article explores how everyday encounters with visuals can be leveraged as contingent learning opportunities. The author proposes that a learner’s environment can become a visual learning space if appropriate learning support is provided. This learning support may be delivered via the anytime and anywhere capabilities of mobile learning (m-learning), which facilitates peer learning in informal settings. The study propositioned a rhizomatic m-learning model of visual skills that describes how the visuals one encounters in their physical everyday environment can be leveraged as visual literacy learning opportunities. The model was arrived at by following an approach based on heuristic inquiry and user-centred design, including testing prototypes with representative learners. The model describes one means visual literacy could be achieved by novice learners from contingent learning encounters in informal learning environments, through collaboration and by providing context-aware learning support. Such a model shifts the onus of visual literacy learning away from academic programmes and, in this way, opens an alternative pathway for the learning of visual skills.   Implications for practice or policy: This research proposes a means for learners to leverage visuals they encounter in their physical everyday environment as visual literacy learning opportunities. M-learning software developers may find the pedagogical model useful in informing their own software. Educators teaching visual skills may find application of the learning model’s pedagogical assumptions in isolation in their own formal learning settings.

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