Transformative pedagogy and visual Literacy: reframing art and design student perspectives on sustainability with illustrated infographics
This study explores the integration of key Transformative Learning Theory (TLT) principles into design education to foster Visual Literacy (VL) and promote awareness of environmental issues among undergraduate students. Through thematic analysis of 22 illustrated infographics, ideation sketches and...
| Main Authors: | , , |
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| Format: | Journal Article |
| Language: | English |
| Published: |
2024
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| Subjects: | |
| Online Access: | https://hdl.handle.net/10356/178945 |
| _version_ | 1811695358865047552 |
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| author | Winstanley, Lisa Thompson, Jesse John Tan, Sophia Huey Shan |
| author2 | School of Art, Design and Media |
| author_facet | School of Art, Design and Media Winstanley, Lisa Thompson, Jesse John Tan, Sophia Huey Shan |
| author_sort | Winstanley, Lisa |
| collection | NTU |
| description | This study explores the integration of key Transformative Learning Theory (TLT) principles into design education to foster Visual Literacy (VL) and promote awareness of environmental issues among undergraduate students. Through thematic analysis of 22 illustrated infographics, ideation sketches and supporting textual data created by art and design students, the study examines patterns and insights related to perspective transformation, critical reflection, and visual writing skills. Findings reveal pedagogical efficacy when prompting students to explore counter-narratives to the prevailing negative zeitgeist, resulting in perspective transformation and critical reflection of the design process. In turn, this perspective shift and critical reflection fostered the development of students’ abilities to convey complex ideas visually, thus broadening their visual vocabulary to advocate for positive change. Three main categories were considered: Critical Reflection, Perspective Transformation, and Visual Writing Skills, and six sub-categories were identified: Implicit Reflection, Paradigm Shift, Alternative Narratives, Rhetorical Concepts, Intentional Visual-Verbal Communication, and Emotional Visual Language. Implications for scholars include insights into curriculum development and the promotion of ethical and sustainable design practices, while pragmatic applications for faculty offer actionable recommendations for enhancing teaching practices. The study underscores the importance of ethical considerations, diverse perspectives, and real-world applications in nurturing students’ growth as innovative, ethical and sustainable designers. |
| first_indexed | 2024-10-01T07:22:12Z |
| format | Journal Article |
| id | ntu-10356/178945 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T07:22:12Z |
| publishDate | 2024 |
| record_format | dspace |
| spelling | ntu-10356/1789452024-07-13T16:53:24Z Transformative pedagogy and visual Literacy: reframing art and design student perspectives on sustainability with illustrated infographics Winstanley, Lisa Thompson, Jesse John Tan, Sophia Huey Shan School of Art, Design and Media Centre for teaching,learning and Pedagogy (CTLP) Institute for Pedagogical Innovation, Research and Excellence(InsPIRE) Arts and Humanities Infographics Design pedagogy This study explores the integration of key Transformative Learning Theory (TLT) principles into design education to foster Visual Literacy (VL) and promote awareness of environmental issues among undergraduate students. Through thematic analysis of 22 illustrated infographics, ideation sketches and supporting textual data created by art and design students, the study examines patterns and insights related to perspective transformation, critical reflection, and visual writing skills. Findings reveal pedagogical efficacy when prompting students to explore counter-narratives to the prevailing negative zeitgeist, resulting in perspective transformation and critical reflection of the design process. In turn, this perspective shift and critical reflection fostered the development of students’ abilities to convey complex ideas visually, thus broadening their visual vocabulary to advocate for positive change. Three main categories were considered: Critical Reflection, Perspective Transformation, and Visual Writing Skills, and six sub-categories were identified: Implicit Reflection, Paradigm Shift, Alternative Narratives, Rhetorical Concepts, Intentional Visual-Verbal Communication, and Emotional Visual Language. Implications for scholars include insights into curriculum development and the promotion of ethical and sustainable design practices, while pragmatic applications for faculty offer actionable recommendations for enhancing teaching practices. The study underscores the importance of ethical considerations, diverse perspectives, and real-world applications in nurturing students’ growth as innovative, ethical and sustainable designers. Submitted/Accepted version 2024-07-11T04:25:04Z 2024-07-11T04:25:04Z 2024 Journal Article Winstanley, L., Thompson, J. J. & Tan, S. H. S. (2024). Transformative pedagogy and visual Literacy: reframing art and design student perspectives on sustainability with illustrated infographics. Journal of Visual Literacy, 43(2), 73-94. https://dx.doi.org/10.1080/1051144X.2024.2350240 1051-144X https://hdl.handle.net/10356/178945 10.1080/1051144X.2024.2350240 2 43 73 94 en Journal of Visual Literacy © 2024 international Visual literacy association. All rights reserved. This article may be downloaded for personal use only. Any other use requires prior permission of the copyright holder. The Version of Record is available online at http://doi.org/10.1080/1051144X.2024.2350240. application/pdf |
| spellingShingle | Arts and Humanities Infographics Design pedagogy Winstanley, Lisa Thompson, Jesse John Tan, Sophia Huey Shan Transformative pedagogy and visual Literacy: reframing art and design student perspectives on sustainability with illustrated infographics |
| title | Transformative pedagogy and visual Literacy: reframing art and design student perspectives on sustainability with illustrated infographics |
| title_full | Transformative pedagogy and visual Literacy: reframing art and design student perspectives on sustainability with illustrated infographics |
| title_fullStr | Transformative pedagogy and visual Literacy: reframing art and design student perspectives on sustainability with illustrated infographics |
| title_full_unstemmed | Transformative pedagogy and visual Literacy: reframing art and design student perspectives on sustainability with illustrated infographics |
| title_short | Transformative pedagogy and visual Literacy: reframing art and design student perspectives on sustainability with illustrated infographics |
| title_sort | transformative pedagogy and visual literacy reframing art and design student perspectives on sustainability with illustrated infographics |
| topic | Arts and Humanities Infographics Design pedagogy |
| url | https://hdl.handle.net/10356/178945 |
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