Research Literacy meanings with students and teachers

Many times, the research in art education can’t reveal narratives that show us constructions related to visual literacy concepts: its referentials, its competences, its importance or the significance that teachers and students give to it. For this reason was designed a research methodology that try to unveil the notions and school practices of visual literacy. In this research, school itself will be the focus, and its students and teachers will be the actors, because the aim is to research with them, not about them. The idea is to give evidence to the social aspects of the narrative about the identity construction process. I want to know how students build up their own narratives about visual literacy, but I also want to know the narratives of teachers and schools, as well as the administrative narratives and the art education field of knowledge. I intend to share and discuss a methodology designed for this research about visual literacy, with students and teachers. This article will approach questions related with the research context, the methodology design, ethical and proceeding questions that we have to pay attention when students and teachers are taking part in a research.

Author(s)
Year 2013
Type Book Chapter
Publication From Child Art to Visual Culture of Youth: New Model and Tools for Assessment of Learning and Creation in Art Education
Pages 267-282
Publisher Intellect Books
Local Bristol, UK
Ed/Org Andrea Kárpáti and Emil Gaul
ISBN / ISSN 9781841506241
Language English