Assignments are getting more visual: introducing strategies for developing visual literacy in our students

Authors

  • Jacqui Ann Bartram University of Hull

DOI:

https://doi.org/10.47408/jldhe.vi29.1087

Keywords:

visual literacy, assignments, visuals

Abstract

For decades (even centuries), university has been dominated by text-based assessments. However, things are changing. With the massive increase in visual communication in society, and with an acknowledgement that diverse assessments allow a more diverse student body to thrive, there is a gradual, but noticeable, increase in visually-rich assessment types being set. Whilst traditional academic presentations and posters have the potential to develop some basic visual communication skills, assessments such as infographics, blogs, magazine articles, and posters aimed at the general public require higher levels of visual literacy. This means learning developers may need to improve their own strategies for supporting students with such assignments and ensure that our practices allow all students, especially those who struggle with text-based assessments, to shine (see Bartram, 2021).

 

Following on from calls at the last conference for practical ways to develop visual literacy, this workshop has been designed to introduce some tried and tested learning development activities that can support the development of the practices and approaches needed when undertaking visually-rich assignments. The activities consider the Framework for Visual Literacy (ACRL, 2022), specifically helping students to:

 

  • be aware that they are participating in a changing visual environment,
  • understand how images can communicate information both effectively and affectively,
  • approach images with criticality,
  • work with images sensitively and ethically.

 

The workshop provided opportunities for more experienced participants to share ideas and activities that they have already used that develop any of the knowledge practices and dispositions from the Framework. In addition, we brainstormed new ways that these can be incorporated into our general learning development practices. Both participants who are new to developing visual literacy and those who are already involved in this area were able therefore to take away new ideas to try in their own context.

Author Biography

Jacqui Ann Bartram, University of Hull

Dr Jacqui Bartram has worked in staff and student support at the University of Hull for over 30 years. With a background in supporting ICT, she is currently employed as an Academic and Library Specialist within the institution’s Skills Team. Whilst her official specialism is visual literacy, she supports all academic literacies. Her EdD thesis looked at the bridges and barriers to developing visual literacy within her institution and she has a keen interest in anything that promotes multimodal and visual communication skills. She is a Steering Group member for ALDinHE and an enthusiastic cartoonist.

References

ACRL (2022) The framework for visual literacy in higher education. Available online: https://acrl.libguides.com/IRIG/frameworkforvisualliteracy (Accessed 11 May 2023).

Bartram, J. A. (2021) Bridges and barriers to developing visual literacy in UK undergraduate students. EdD Thesis. University of Hull, March 2021. Available online: https://hull-repository.worktribe.com/output/4223611/ (Accessed 2 May 2023).

Downloads

Published

31-10-2023

How to Cite

Bartram, J. A. (2023) “Assignments are getting more visual: introducing strategies for developing visual literacy in our students”, Journal of Learning Development in Higher Education, (29). doi: 10.47408/jldhe.vi29.1087.

Issue

No. 29 (2023): Special Edition, ALDinHE Conference Collaborative Proceedings

Section

Conference Proceedings

License

Copyright (c) 2023 Journal of Learning Development in Higher Education

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).