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Tue, Jul 16, 2024
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Volume 32, Issue 3 (2022)
IJAUP 2022, 32(3) |
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Ghadirinia M, Mehdizadeh Saradj F, Mozaffar F. Classification of the Abilities Needed for Visual Literacy: A Review of Abilities Based on the Cognitive Learning Mastery Approach. IJAUP 2022; 32 (3)
URL: http://ijaup.iust.ac.ir/article-1-681-en.html
URL: http://ijaup.iust.ac.ir/article-1-681-en.html
1- School of Architecture and Environmental Design, Iran University of Science & Technology, Tehran, Iran
2- School of Architecture and Environmental Design, Iran University of Science & Technology, Tehran, Iran ,mehdizadeh@iust.ac.ir
2- School of Architecture and Environmental Design, Iran University of Science & Technology, Tehran, Iran ,
Abstract:
The present study aimed to align the applied approaches to the concept of visual literacy to provide a new list of abilities needed to promote visual literacy. Visual literacy is a cognitive concept that can be promoted using Bloom's revised classification of the cognitive area that has targeted the mastery learning stages. The method of this study is descriptive-analytical conducted in a purposeful logical course using interpretive strategies and logical reasoning based on documentary studies and valid libraries. In this study, Bloom's cognitive classification was examined and four categories of the most important competencies and existing and valid visual literacy standards were analyzed separately. Finally, a new list of abilities needed for individual mastery of visual literacy was presented. Since most visual literacy researchers have described its nature as ability or set of abilities, a new list was called the classification of visual literacy abilities. The results showed that since each of the previous lists has a specific specialized view on visual literacy, they do not cover all levels of the cognitive process and Bloom's knowledge dimensions. Thus, by adopting a comprehensive approach, a list of abilities was proposed that includes six levels of cognitive process (remembering, understanding, applying, analyzing, evaluating, and creating) and each level includes four levels of knowledge (factual, conceptual, procedural, and metacognitive). This list can be used in the educational planning of disciplines that their main goal is visual communication. Finally, the topic of one of the architecture courses was examined as an example of the way of applying this classification.
Keywords: Visual literacy, Visual abilities, Visual communication, Bloom’s revised classification, Cognitive process, Architectural communication.
Type of Study: Review Paper |
Subject:
General Architecture
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