Special issue edited by Julie-Ann Sime, Department of Educational Research, Lancaster University, Lancaster, United Kingdom.
This special issue explores visual literacy within technology-enhanced learning offering a range of perspectives and showcasing innovative ways of using visuals and visual technologies within teaching, learning and assessment in Higher Education settings.
The Covid-19 pandemic triggered a major shift in Higher Education and accelerated the adoption of technology-enhanced learning tools and practices. This was particularly evident in the increasing use of visual technologies such as video and video-conferencing systems and, to a lesser extent, augmented reality mobile apps. These digital technologies add complexity and require an additional level of digital competence from students, educators and citizens. To fully utilise visual practices and visual technologies within higher education requires students and educators to have a high level of visual literacy, i.e. the ability to understand, create and communicate with visuals. As a result, there is increasing interest in the development needs of academics and students, in understanding online pedagogy, and how and when it is appropriate to integrate technologies into teaching practice.
This special issue aims to inspire research and innovation around visual literacy within technology-enhanced teaching and learning practices in Higher Education.
A Print-on-Demand version of the issue will be made available soon.
To download the whole issue for home printing please find the PDF file here (104 Mb download).