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Visual Literacy Instruction at Scale: Developing Asynchronous Learning Objects for First-Year Art and Design Students

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Publié dans:Communications in Information Literacy vol. 19, no. 1 (2025), p. 93-114
Auteur principal: Huddle, Jacqueline
Autres auteurs: Carter, Sarah
Publié:
Communications in Information Literacy
Sujets:
Teaching
Standards
Pedagogy
Higher education
User training
Collaboration
Information literacy
Visual literacy
Learning management systems
Online tutorials
Distance learning
Skills
Classrooms
Embedded librarianship
Academic libraries
Educational objectives
Librarians
Library students
Graduate students
Literacy
Deep learning
Learning
Students
Student-centered learning
Librarian Attitudes
Educational Opportunities
Adult Learning
Active Learning
Learning Processes
Intentional Learning
Learning Experience
Critical Literacy
Educational Theories
Flexible Scheduling
Electronic Learning
Instructional Effectiveness
Educational Assessment
Course Content
Learner Engagement
Learning Modules
Educational Needs
Educational Strategies
Academic Ability
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Résumé:While learning modules are not new to academic librarianship, student-centered, asynchronous learning modules are an innovative approach not commonly considered within the academic librarianship literature. This article discusses the development and implementation of visual literacy asynchronous learning modules created by two librarians for a cohort of first-year studio art students. In creating these modules, the goal was to offer studio art students visual literacy instruction specific to their personal interests and future careers. Specifically, this article discusses the module design process and how student-centered learning can be incorporated into modules in order to offer deep learning opportunities.
ISSN:1933-5954
DOI:10.15760/comminfolit.2025.19.1.6
Source:Library Science Database