Abstract
Engineering and business students are increasingly required to find, interpret, evaluate, and create visual information in academic and professional contexts. These visual literacy (VL) competencies are often demonstrated through common course deliverables, including PowerPoint presentations, research posters, infographics, and other types of visual work. However, students are not always given the support needed to develop the VL skills that would allow them to produce these visual projects effectively (Hattwig et al., 2013). Even when students self-report high skill levels of VL competencies, further investigations have shown a discrepancy between the reported skill level and the actual skill level (Brumberger, 2011). Faculty have also conveyed frustration regarding the lack of support they receive to develop these skills in their students (Green, 2006).
Researchers from a large public research university in the U.S. conducted a needs assessment of both faculty and students to identify possible gaps in VL instruction within engineering and business courses. Survey respondents were asked to identify the types of visual media deliverables assigned in their courses and areas where VL support would enhance visual presentations.
This presentation highlights preliminary results from the needs assessment study by comparing faculty and student responses. This will involve a discussion of specific knowledge gaps, including navigating image permissions and applying design principles to visual works. The research team will provide strategies for how engineering and business librarians can support the development of VL competencies that are transferable across academic and professional settings. Presenters will further demonstrate how the survey results will inform the design of a VL course at their affiliated institution. By the end of the presentation, delegates will be able to define visual literacy, recognize the VL needs of engineering and business faculty and students, distinguish strategies for developing VL competencies, and apply findings in their own course design.
References
Brumberger, E. (2011). Visual literacy and the digital Native: An Examination of the millennial learner. Journal of Visual Literacy, 30(1), 19–47. https://doi.org/10.1080/23796529.2011.11674683
Green, D. (2006). Using Digital Images in Teaching and Learning: Perspectives from Liberal Arts Institutions. Academic Commons. Retrieved
February 02, 2022 from https://academiccommons.org/february-2007/using-digital-images-in-teaching- and-learning-perspectives-from-liberal-arts-institutions/
Hatwig, D., Bussert, K., Medaille, A., & Burgess, J. (2013). Visual Literacy Standards In Higher Education: New Opportunities for Libraries and Student Learning. Portal: Libraries and the Academy 12(1), 61-89. doi:10.1353/pla.2013.0008
