TY - JOUR
T1 - Ethical decision-making and visual literacy instruction in architecture
AU - Schumacher, Sara
N1 - Publisher Copyright:
© 2021 by Johns Hopkins University Press, Baltimore, MD 21218.
PY - 2021
Y1 - 2021
N2 - When visual literacy ethics instruction in higher education focuses only on teaching academic citation styles and fair use, students are unprepared for professional environments with less-defined ethical rules and harsher consequences. Instructors should look to visual literacy, metaliteracy, and disciplinary information literacy to identify needed skills and competencies that can be mapped into the curriculum. Utilizing behavioral ethics theories and ethical decisionmaking practices, instructors can help students recognize moral contexts and find appropriate strategies for using and creating visual materials. This article presents a five-step process for planning, implementing, and assessing visual literacy ethics instruction with examples from the author’s sessions for architecture students. After these sessions, students had the tools to interpret and apply disciplinary practices and guidelines for the use and creation of visual communications in both academic and professional contexts.
AB - When visual literacy ethics instruction in higher education focuses only on teaching academic citation styles and fair use, students are unprepared for professional environments with less-defined ethical rules and harsher consequences. Instructors should look to visual literacy, metaliteracy, and disciplinary information literacy to identify needed skills and competencies that can be mapped into the curriculum. Utilizing behavioral ethics theories and ethical decisionmaking practices, instructors can help students recognize moral contexts and find appropriate strategies for using and creating visual materials. This article presents a five-step process for planning, implementing, and assessing visual literacy ethics instruction with examples from the author’s sessions for architecture students. After these sessions, students had the tools to interpret and apply disciplinary practices and guidelines for the use and creation of visual communications in both academic and professional contexts.
UR - http://www.scopus.com/inward/record.url?scp=85105391032&partnerID=8YFLogxK
U2 - 10.1353/pla.2021.0018
DO - 10.1353/pla.2021.0018
M3 - Article
AN - SCOPUS:85105391032
VL - 21
SP - 317
EP - 338
JO - Portal
JF - Portal
SN - 1531-2542
IS - 2
ER -