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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 0000-0002-6379-9943), Muna, Natashia (ORCID 0000-0003-3989-9212), van der Merwe, Mathilde (ORCID 0000-0002-5561-235X)
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
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2017 36(6):1264-1279.
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  Data: 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
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 10.1080/07294360.2017.1300139
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  Data: 0729-4360
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  Data: 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.
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