Innovative didactic designs: visual analytics and visual literacy in school. Issue 3 (2nd October 2017)

• Record Type: Journal Article
• Authors: Stenliden, Linnéa; Nissen, Jörgen; Bodén, Ulrika
• Is Part Of: Journal of visual literacy. Volume 36:Issue 3/4(2017)
• Page Start: 184
• Page End: 201
• Publication Date: 2017-10-02
• Subjects: Information visualization -- visual analytics -- visual literacy -- knowledge visualization -- design-based research -- innovative pedagogy -- social science education; Visual literacy -- United States -- Periodicals; Visual learning -- United States -- Periodicals; Visual communication -- United States -- Periodicals; Visual learning; Visual literacy; United States; Periodicals; 302.22605
• DOI: 10.1080/1051144X.2017.1404800
• Languages: English
• ISSNs: 1051-144X

Abstract

Abstract: In a world of massively mediated information and communication, students must learn to handle rapidly growing information volumes inside and outside school. Pedagogy attuned to processing this growing production and communication of information is needed. However, ordinary educational models often fail to support students, trialing neither efficient tools such as visual analytics (VA) nor educational improvements via, for example, knowledge visualization (KV). This paper accordingly explores the facilitation and realization of teachers' development of innovative didactic designs, that is, thoroughly conceived lesson plans in which VA and KV are combined in learning activities in school settings. The aim is to clarify vital components emerging in innovative didactic designs intended to support students' visual literacy, knowledge construction and visualize knowledge. These components are central to better understanding future outcomes in classrooms where visual learning tools are applied. This design-based research emerged from a 'teacher researcher team' comprising 15 teachers and four researchers, VA, theory, etc. Actor network theory, applied in analyzing significant issues and developments, revealed that teachers were aware not only to concentrate learning how to use VA but also considering how students can demonstrate growing knowledge – a more challenging tasks than simply introducing VA for students and teachers.