Library Instruction and Adaptive Comparative Judgment to Foster Visual Literacy Skills
engineering, technology, visual literacy, pedagogy, adaptive comparative judgment
As students are increasingly required to consume visual information, so too are they expected to create such information. In a Midwestern research university, students in an engineering technology portfolio class assembled a visual career board and visual résumé. The instruction and research team collaborated to provide an active learning module on visual literacy that integrated library instruction with an assessment-based pedagogical approach called adaptive comparative judgment (ACJ). This exploratory case study demonstrated that the combination of library instruction with ACJ successfully supported students in gaining visual literacy skills. Additionally, it highlighted the importance of students developing the ability to articulate visual literacy principles.
Original Publication Citation
Huber, S. E., Bosman, L. B., & Bartholomew, S. R. (2021). A Case for Library Instruction and Adaptive Comparative Judgement (ACJ) to Support Visual Literacy in an Engineering Technology Classroom. Portal: Libraries and the Academy, 21(1), 149-169
BYU ScholarsArchive Citation
Huber, Sarah; Bosman, Lisa; and Bartholomew, Scott, "Library Instruction and Adaptive Comparative Judgment to Foster Visual Literacy Skills" (2021). Faculty Publications. 5528.
portal: Libraries and the Academy
Ira A. Fulton College of Engineering
Copyright © 2021 by Johns Hopkins University Press, Baltimore, MD 21218.
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