We have a lot to talk about: dialogue journals in graphic design education

Abstract

This article describes continuing research into the role of dialogue journals within graphic design education. The application of dialogue journals described was developed as part of a seminar series on the history of graphic design and was designed to meet the needs of undergraduate graphic design majors at a state-funded university in the south-eastern United States. Identified student needs, based on studio observations and on the students’ completion of a brief questionnaire, included a need to expand students’ conception of graphic design beyond a preoccupation with computer software; a need for students to understand design activity within a broader cultural context than their own studio or personal life experiences; and a need for students to be verbally as well as visually literate within the discipline of graphic design. In this article I discuss the theoretical rationale for using dialogue journals, an example of journal application within design education, a brief report of preliminary results, and suggestions for further study.