Library Instruction and Adaptive Comparative Judgment to Foster Visual Literacy Skills

Autor/inn/en	Huber, Sarah; Bosman, Lisa; Bartholomew, Scott
Titel	Library Instruction and Adaptive Comparative Judgment to Foster Visual Literacy Skills
Quelle	In: portal: Libraries and the Academy, 21 (2021) 1, S.149-169 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
Schlagwörter	Library Instruction; Visual Literacy; Active Learning; Information Literacy; Comparative Analysis; Academic Libraries; Evaluation Methods; Portfolios (Background Materials); Engineering Education + Suchen Sie Ihr Suchwort? Bibliotheksverzeichnis; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Aktives Lernen; Informationskompetenz; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Ingenieurausbildung
Abstract	As students are increasingly required to consume visual information, so too are they expected to create such information. In a Midwestern research university, students in an engineering technology portfolio class assembled a visual career board and visual résumé. The instruction and research team collaborated to provide an active learning module on visual literacy that integrated library instruction with an assessment-based pedagogical approach called adaptive comparative judgment (ACJ). This exploratory case study demonstrated that the combination of library instruction with ACJ successfully supported students in gaining visual literacy skills. Additionally, it highlighted the importance of students developing the ability to articulate visual literacy principles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01