Supporting the Teaching of the Visual Literacies in the Earth and Life Sciences in Higher Education
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| Title: | Supporting the Teaching of the Visual Literacies in the Earth and Life Sciences in Higher Education |
|---|---|
| Language: | English |
| Authors: | Paxton, Moragh, Frith, Vera, Kelly-Laubscher, Roisin (ORCID |
| Source: | Higher Education Research and Development. 2017 36(6):1264-1279. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education |
| Descriptors: | Higher Education, Biological Sciences, Earth Science, Visual Literacy, Undergraduate Study, Teaching Methods, Interviews, Teacher Expectations of Students, Intermode Differences, Concept Teaching, Educational Practices, Educational Strategies, Barriers, Teacher Surveys, Teacher Attitudes, Foreign Countries |
| Geographic Terms: | South Africa |
| DOI: | 10.1080/07294360.2017.1300139 |
| ISSN: | 0729-4360 |
| Abstract: | Internationally, there has been increasing emphasis on the teaching of the academic literacies, particularly reading and writing, in higher education institutions. However, recent research is highlighting the need for more explicit teaching of multimodal forms of communication, such as the visual literacies, in undergraduate courses in a wide range of disciplines such as the sciences, engineering and architecture. The research recognises that this is an area of academic literacy teaching that has often been neglected. This article draws on the findings of a research project which set out to understand both the multimodal literacy requirements and current practices in the teaching of these literacies in the earth and life sciences at a South African university. Three key themes are discussed: learning to see like a scientist, the importance of learning by switching between and integrating different modes of representation and teaching the conventions of representation in the sciences. The conclusion proposes ways for academic developers to work with staff to develop more explicit ways of teaching the visual literacies. |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2017 |
| Accession Number: | EJ1151628 |
| Database: | ERIC |
| Abstract: | Internationally, there has been increasing emphasis on the teaching of the academic literacies, particularly reading and writing, in higher education institutions. However, recent research is highlighting the need for more explicit teaching of multimodal forms of communication, such as the visual literacies, in undergraduate courses in a wide range of disciplines such as the sciences, engineering and architecture. The research recognises that this is an area of academic literacy teaching that has often been neglected. This article draws on the findings of a research project which set out to understand both the multimodal literacy requirements and current practices in the teaching of these literacies in the earth and life sciences at a South African university. Three key themes are discussed: learning to see like a scientist, the importance of learning by switching between and integrating different modes of representation and teaching the conventions of representation in the sciences. The conclusion proposes ways for academic developers to work with staff to develop more explicit ways of teaching the visual literacies. |
|---|---|
| ISSN: | 0729-4360 |
| DOI: | 10.1080/07294360.2017.1300139 |
