Along with my two colleagues, dr. Carolina Cambre and dr. Edna Barromi-Perlman, we are preparing an edited volume, titled: Visual Pedagogies: Concepts, Cases & Models. Currently, we invite abstracts from potential contributors, investigating the theoretical, empirical and instructional aspects of what can be envisioned as visual pedagogies, offering classic, creative, and contemporary re-workings of these paradigms. The book will be divided into three complementary sections with an editor in charge of each:
- Section 1: Conceptualizing Visual Pedagogies, section editor: Carolina Cambre, Concordia University, Canada.
- Section 2: Case Studies of Visual Pedagogies in Education, section editor: Edna Barromi-Perlman, University of Haifa, Kibbutz College of Education, Israel.
- Section 3: Visual Pedagogies in Practice, section editor: Joanna Kędra, University of Jyväskylä, Finland.
See submission guidelines and sections’ description: here.
Section 3: Visual Pedagogies in Practice, section editor: Joanna Kędra
This section explores visual pedagogies in classroom related contexts by immersing readers straight into the concrete examples of educational practices. In a world saturated by images and digitally and visually mediated communication, visual competency has come to the forefront in the 21st century. Subsequently, the need for skills in visual interpretation, image creation, evaluation and usage has demanded increased attention in education. Today’s students are assumed to be fluent in digital and visual technologies, mainly, due to their perpetual immersion into visually and technologically mediated communication. However, recent studies that examine visual literacy of young adults, mainly visual interpretation, but also abilities in visual production and image use, indicate that the assumption of today’s learners being technologically and visually savvy is mistaken. Thus, there is a pressing need for relevant visual pedagogies. However, practical teaching tools that may assist in developing students’ visual competency are still lacking, along with in-depth reflection on visual teaching practices.
At the core of this section lies a desire to introduce and critically evaluate models for teaching-learning interactions with various types of visuals. Visual pedagogies are understood as educating ‘with’ or ‘about’ visuals as well as a group of practices toward development of learners’ visual literacy. Contributors of this section examine visually oriented practices, modes and models and reflect upon them. This section will provide fresh scholarly perspectives within an area of pedagogy that calls for more substantive reflection and practice-based approaches.