New Learning Environments in Design and Craft Education - Acknowledging the 'Learning' of Design Literacy
Saved in:
| Title: | New Learning Environments in Design and Craft Education - Acknowledging the 'Learning' of Design Literacy |
|---|---|
| Language: | English |
| Authors: | Hanna Hofverberg |
| Source: | International Journal of Art & Design Education. 2024 43(2):320-332. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | COVID-19, Pandemics, Educational Environment, Handicrafts, Woodworking, Design Crafts, Blended Learning, Home Programs, Problem Solving, Student Teachers, Skill Development, Universities, Electronic Learning |
| DOI: | 10.1111/jade.12505 |
| ISSN: | 1476-8062 |
| Abstract: | The aim of this paper is to contribute to the concept of design literacy by exploring what it means to learn design literacy through making. To support my argumentation, I draw on a case study where I followed two student teachers of design and craft as they learned design literacy through woodworking. Due to COVID-19, the learning environment was located at the students' homes rather than the design and craft studio at the university. Two research questions guide the case study: What stories does the student recall from learning woodworking and what do these stories provide that are relevant for learning design literacy? Three 'making' stories are presented from the case study: (1) Making with the unknown, (2) Making alone educationally, and (3) The affective and embodied making. These stories provide numerous making skills that are relevant when teaching and learning for design literacy, which is further discussed in the paper. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423759 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The aim of this paper is to contribute to the concept of design literacy by exploring what it means to learn design literacy through making. To support my argumentation, I draw on a case study where I followed two student teachers of design and craft as they learned design literacy through woodworking. Due to COVID-19, the learning environment was located at the students' homes rather than the design and craft studio at the university. Two research questions guide the case study: What stories does the student recall from learning woodworking and what do these stories provide that are relevant for learning design literacy? Three 'making' stories are presented from the case study: (1) Making with the unknown, (2) Making alone educationally, and (3) The affective and embodied making. These stories provide numerous making skills that are relevant when teaching and learning for design literacy, which is further discussed in the paper. |
|---|---|
| ISSN: | 1476-8062 |
| DOI: | 10.1111/jade.12505 |
