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dc.contributor.authorKedra, Joanna
dc.date.accessioned2019-03-15T06:51:10Z
dc.date.available2020-02-10T22:35:18Z
dc.date.issued2018
dc.identifier.citationKedra, J. (2018). What does it mean to be visually literate? : Examination of visual literacy definitions in a context of higher education. <i>Journal of Visual Literacy</i>, <i>37</i>(2), 67-84. <a href="https://doi.org/10.1080/1051144X.2018.1492234" target="_blank">https://doi.org/10.1080/1051144X.2018.1492234</a>
dc.identifier.otherCONVID_28247858
dc.identifier.otherTUTKAID_78736
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/63132
dc.description.abstractFull Article Figures & data References Citations Metrics Reprints & Permissions Get access Abstract Competency in visual literacy (VL) is crucial for effective visual communication, and thus for living and working in a visually saturated environment. However, VL across disciplines is still marginalized in higher education curricula. This tendency is partly caused by the lack of knowledge and agreement on what it means to be visually literate. This study juxtaposes and evaluates 11 VL definitions, selected as the most relevant for higher education practitioners and coined from 1969 (the first one) to 2013 (the most recent one). The study further proposes three lists of VL skills with thematic categories. Visual reading skills cover interpretation, analysis and understanding, visual perception, evaluation, knowledge of grammar and syntax and visual–verbal–visual translation. Visual writing skills cover visual communication, visual creation and image production and image use. Other VL skills include visual thinking, visual learning and applied image use. Additionally, the study indicates the types of visuals that can be used in visual education. It is suggested to close the debate over the concept of VL. Instead, based on the proposed lists of VL skills, a method of VL assessment can be created.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofseriesJournal of Visual Literacy
dc.rightsIn Copyright
dc.subject.othereducation practices
dc.subject.otherhigher education
dc.subject.othervisual literacy skills
dc.subject.othervisual literacy definition
dc.titleWhat does it mean to be visually literate? : Examination of visual literacy definitions in a context of higher education
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201809074051
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-09-07T12:15:16Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange67-84
dc.relation.issn1051-144X
dc.relation.numberinseries2
dc.relation.volume37
dc.type.versionacceptedVersion
dc.rights.copyright© Taylor & Francis, 2018.
dc.rights.accesslevelopenAccessfi
dc.subject.ysovisuaalinen lukutaito
dc.subject.ysomääritelmät
dc.subject.ysomäärittely
dc.subject.ysokorkea-asteen koulutus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p27163
jyx.subject.urihttp://www.yso.fi/onto/yso/p18344
jyx.subject.urihttp://www.yso.fi/onto/yso/p22059
jyx.subject.urihttp://www.yso.fi/onto/yso/p3390
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/1051144X.2018.1492234
dc.type.okmA1


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