Creating and Reading Images: Towards a Communication Framework for Higher Education Learning

Natasa Lackovic

doi:10.7577/seminar.2462

Abstract

This article offers theoretical underpinnings that can support an image-based communication framework for Higher Education. This framework targets students in higher education for the purposes of their productive engagement with curriculum content through visual materials and accompanying narratives. Its structure is presented in the concluding part of the article and arises from the reviewed literature throughout the article. Within this structure, blogs are suggested to serve the purpose of an image and narrative repository. The main argument in the article is that image-based communication provides a tool for externalizing students’ process of concept understanding. That understanding is seen to surface while students create, explain in writing and then discuss the created images with their peers and teacher. In that respect, the suggested framework might provide a channel for expressing students’ prior knowledge and cultural background alongside being an alternative way of communication method in Higher Education.

Highlights

Learning and understanding with images “‘Learning’ is, most often, figuring out how to use what you already know in order to go beyond what you currently think
It goes on to provide further theory and research informed examples that support the importance of an image-based communication framework with sections on: understanding and learning experience, creative multi-cultural communication, communicating concepts through images and narratives, and suggesting a platform for that communication - blogs
The point of this paper is to argue that if visual material is treated in a manner that engages students enough and puts them in the position of creators and scrutinizing analysts, rather than idle glancers (Sless, 1981), the future for pedagogical use of visuals may be brighter

Summary

Introduction

Learning and understanding with images “‘Learning’ is, most often, figuring out how to use what you already know in order to go beyond what you currently think. It goes on to provide further theory and research informed examples that support the importance of an image-based communication framework with sections on: understanding and learning experience, creative multi-cultural communication, communicating concepts through images and narratives, and suggesting a platform for that communication - blogs.

Results

Conclusion