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Joanna Łucja Kedra

Joanna Łucja Kedra

Tag Archives: higher education

Special issue editorial: “Visual literacy practices in higher education”

29 Friday Mar 2019

Posted by Joanna in Uncategorized

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higher education, images in classroom, Journal of Visual Literacy, special issue, teaching, teaching ideas, visual education, visual literacy

I learnt a lot. I made some mistakes that now I know could have been avoided if I would have had at least some editorial experience that I have now, when the process is over. Nevertheless, I am very proud that we both, i.e. me and my friend and colleague, Rasa Zakeviciute, made it to this point. Editing this (double) special issue of the “Journal of Visual Literacy” was a true adventure. Starting with issues with the Editorial Manager that we tried to solve when we both were on holidays in different countries; including looking for reviewers across academic context (and thus getting to know when they all have holidays); up to hours of editorial meetings along with long evening phone-calls trying to solve disciplinary disagreements between communication studies (me) and social sciences (Rasa) paradigms.

At the same time we experienced a lot of academic freedom in the editing process from Maria Avgerinou, editor-in-chief of the journal. We did not simply put the papers together, but we really worked with each single contributor to make this special issue happen. Thus, we acted both as guest editors as well as reviewers (in addition to the double blind peer-review process). You can enjoy an extensive introduction to this special issue in the Editorial, just being published ahead of print.

In order to read all eleven contributions, we still have to wait before they appear online, but here is the list of what you should look forward to:

  1. Asko Lehmuskallio. The look as a medium: A conceptual framework and an exercise for teaching visual studies.
  2. Gary McLeod. Rephotography for Photographers: discussing methodological compromises by post-graduate online learners of photography.
  3. Terry Loerts and Christina Belcher. Developing visual literacy competencies while learning course content through visual journaling: teacher candidate perspectives.
  4. Wendy R. Williams. Attending to the Visual Aspects of Visual Storytelling: Using Art and Design Concepts to Interpret and Compose Narratives with Images.
  5. Jeeyoung Min. Visual literacies in a U.S. undergraduate writing course: A case study of transmediation.
  6. Suriati Abas. Reading the world – Teaching visual analysis in higher education
  7. Dana Statton Thompson. Teaching students to critically read digital images: A visual literacy approach using the DIG Method.
  8. Choon-Lee Chai. Enhancing Visual Literacy of Students through Photo Elicitation.
  9. Vered Heruti. Reading Personal Photographs: A Case Study at an Israeli Art College on Multiple Identities.
  10. Gyuzel Gadelshina. Arrian Cornwell and David Spoors. Understanding corruption through freehand drawings: a case study of undergraduate business students’ visual learning in the classroom.
  11. Rosalina Costa. iPhone, iResearch. Exploring the Use of Smart Phones in the Teaching and Learning of Visual Qualitative Methodologies.

What does it mean to be visually literate?

16 Thursday Aug 2018

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higher education, visual literacy, visual literacy definition

We should close the debate over the concept of visual literacy and do something about its implementation in education. I draw this conclusion by actually coming back to the roots of visual literacy movement and Fransecky and Debes’s (1972, p. 5) call: ‘If you really want to understand visual literacy, you will have to do something about it’.

In my recently published article: “What does it mean to be visually literate? Examination of visual literacy definitions in a context of higher education”, I intended to avoid either compiling a corpus of visual literacy definitions or advancing its theory. Instead, I selected several visual literacy definitions that can be useful for education practitioners, particularly within university education. The selection includes both the more established as well as some recent definitions. I further aimed to translate them into concrete learning and teaching objectives. As a result, I constructed lists of skills (abilities, competencies) that a visually literate individual should be able to demonstrate.

The figure below shows three categories of visual literacy skills with thematic groups of skills, based on the review of eleven visual literacy definitions published between 1969 and 2013.

Figure_VL skills

 

rjvl

CFP: Developing visual pedagogies in university classrooms: What, why and how? (Journal of Visual Literacy)

13 Tuesday Mar 2018

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higher education, Journal of Visual Literacy, special issue call, visual literacy

With this special issue we attempt to fill the gap by encouraging prospective authors to reflect on visually oriented teaching practices in university classrooms. We want to compile this special issue along the argument that visual literacy should be the basic educational requirement for both undergraduate and graduate students. Therefore, we welcome theoretical, and foremost, practical papers on visual education in university classrooms. Being aware of the palette of various definitions applied, we understand visual literacy as a group of abilities (skills or competencies) in visual reading (interpreting or meaning making), writing (creating or using visuals), and visual thinking. As such, submissions across disciplines are welcome.

Types of submissions:

  1. full theoretical or empirical papers discussing the need for visual literacy, visual education and relevant visual pedagogies in university education, or
  2. innovative teaching ideas intended for university classroom that employ visuals of any kind or form and which have a potential to develop students’ visual literacy skills.

This call for papers is open until 30th June 2018, the special issue is expected to be published by the end of 2018. Please address questions, inquiries and letters of intent to the editors of this special issue.

Full text call and guidelines: Journal of Visual Literacy special issue CFP

Special issue editors:

Joanna Kędra, PhD, Postdoctoral Researcher in the Finnish Institute for Educational Research, University of Jyväskylä, Finland, joanna.kedra[at]jyu.fi

Rasa Žakevičiūtė, Doctoral Researcher in the Department of Social Sciences and Philosophy, University of Jyväskylä, Finland, rasa.zakeviciute[at]jyu.fi

Recent Posts

  • “Teaching Visually” – a book project
  • Virtual proximity and transnational familyhood – new article!
  • Interactive collage as elicitation technique – new article!
  • Education Development Award for 2019
  • Today’s visual literacy is multisensory – notes from the IVLA 2019 conference

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