Publicerad: 2012-06-18
ISBN: 978-91-7519-849-1
ISSN: 1650-3686 (tryckt), 1650-3740 (online)
This paper aims to explore the value of graphical competency within contemporary technology education and society. In an attempt to establish the key perspectives on the contemporary merit of achieving competencies associated with graphical education; a review of the literature from both national and international sources was undertaken.
Graphical education in Ireland; in the context of technology education; has its roots in vocational education. The traditional subject focused on developing knowledge and competencies primarily associated with craft based outcomes (Seery; Lynch; & Dunbar; 2010). This philosophy has shifted focus in recent times in reaction to the ever-changing needs of our global society. However; as McLaren (2008) discusses the recent changes in curriculum across many countries; as having left many educators questioning the role of communication graphics in today’s educational milieu. With the availability of resources such as digital media and CAD systems in industry; many have questioned whether graphical education is a redundant subject area (McLaren; 2008).
Therefore; an analysis of the role of graphical competency in a broader technological context is required. Plane geometry; knowledge of projection systems; standards and conventions are core skills that were associated with an early conception of graphical education. Today however; a broader skills set is envisaged to comprise contemporary graphical capability within technological education. Elements of graphical education; such as spatial ability; are core cognitive aptitudes that have been identified as vital to many vocational fields (Steinhauer; 2011) most notably; but not exclusively; the technology and engineering subjects. However; they are also vital in everyday tasks such as communicating ideas and finding one’s way in an environment (Hegarty; Richardson; Montello; Lovelace; & Subbiah; 2002). Graphical education also lends itself to the development of further cognitive complexities such as modelling and ideation. As Baynes (2010) discusses; graphical competencies are directly related to practice and understanding in design.
Considering the visual nature of society; the requirement for graphical competencies becomes more urgent. Technology education offers a suitable arena for the development of these competencies and more specifically graphical education where the associated skills are taught explicitly.
Avgerinou; M. (2011). Towards a Cohesive Theory of Visual Literacy. Journal of Visual Literacy; 30(2); 1-19.
Avgerinou; M.; & Ericson; J. (1997). A review of the concept of Visual Literacy. British Journal of Educational Technology; 28(4); 280-291.
Baynes; K. (2009). Models of Change: The impact of designerly thinking on peoples lives and the environment. Seminar 2: Modelling and Design. Department of Design and Technology; Loughborough University: UK.
Baynes; K. (2010). Vison; Modelling and Design. In E. Norman & N. Seery (Eds.); Graphicacy and Modelling. Loughborough; U.K.
Bedward; J.; Wiebe; E.; Madden; L.; Minogue; J.; & Carter; M. (2009). Graphic Literacy in Elementary Science Education: Enhancing Inquiry; Engineering Problem Solving; and Reasoning Skills. Paper presented at the ASEE.
Bertoline; G. R. (1998). Visual Science: An Emerging Discipline. Journal for Geometry and Graphics; 2(2); 181-187.
Bleed; R. (2005). Visual literacy in higher education. Educause Learning Initiative Explorations; 1; 1-11. Retrieved from http://net.educause.edu/ir/library/pdf/eli4001.pdf website: http://net.educause.edu/ir/library/pdf/eli4001.pdf
Brumberger; E. (2011). Visual Literacy and the Digital Native: An Examination of the Millennial Learner. Journal of Visual Literacy; 30(1); 19-46.
Danos; X.; & Norman; E. (2010). Continuity and progression in graphicacy. In E. Norman & N. Seery (Eds.); Graphicacy and Modelling. Loughborough: UK.
Debord; G. (1977). Society of the Spectacle. Michigan: Black & White.
Duncum; P. (1999). A case for an art education of everyday aesthetic appearances. Studies in Art Education; 40(4); 295-311.
Duncum; P. (2001). Visual Culture: Developments; Definitions; and Directions for Art Education. Studies in Art Education; 42(2); 101-112.
Eisner; E. W. (2002). The Arts and the Creation of Mind. United States: Yale University Press.
Elkins; J. (2008). Visual Literacy. London: Routledge.
Felten; P. (2008). Visual Literacy. Change: The Magazine of Higher Learning; 60-64.
Field; D. A. (2004). Education and training for CAD in the auto industry. Computer-Aided Design; 36(14); 1431-1437.
Hegarty; M.; Richardson; A. E.; Montello; D. R.; Lovelace; K.; & Subbiah; I. (2002). Development of a self-report measure of environmental spatial ability. Intelligence; 30; 425- 447.
Heywood; I.; & Sandywell; B. (2012). The Handbook of Visual Culture. London: Berg.
Jonson; B. (2002). Sketching Now. International Journal of Art and Design Education; 21(3); 246-253.
Kimbell; R. (2004). Ideas and Ideation. The Journal of Design and Technology Education; 9(3); 136-137.
Lane; D.; & Seery; N. (2011). Freehand sketching as a catalyst for developing concept driven competencies. Engineering Design Graphics Journal; 75(1); 3-25.
Lane; D.; Seery; N.; & Gordon; S. (2009). The Understated Value of Freehand Sketching in Technology Education. Engineering Design Graphics Journal; 73(3); 13-22.
Lash; S.; & Urry; J. (1994). Economies of sigs and space. London: Sage.
Lowther; D. L.; Bassoppo-Moyo; T.; & Morrison; G. R. (1997). Moving from Computer Literate to Technologically Competent: The Next Educational Reform. Computers in Human Behaviour; 14(1); 93-109.
McLaren; S. V. (2008). Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age. International Journal of Design and Technology Education; 18; 167-188.
Mirzoeff; N. (1999). An Introduction to Visual Culture. London: Routledge.
Mitchell; W. J. T. (2008). Visual Literacy or Literary Visualcy? In J. Elkins (Ed.); Visual Literacy. London: Routledge.
NCCA. (2007). Leaving Certificate Design and Communication Graphics Syllabus. Dublin.
Olkun; S. (2003). Making Connections: Improving Spatial Abilities with Engineering Drawing Activities. International Journal of Mathematics Teaching and Learning; 1-10.
Onians; J.; Anderson; H.; & Berg; K. (2012). Neuroscience and the Nature of Visual Culture. In I. Heywood & B. Sandywell (Eds.); The Handbook of Visual Culture. London: Berg.
Petty; G. (2009). Evidence-Based Teaching: A Practical Approach. U.K: Nelson Thornes.
Robinson; K. (2001). Out of Our Minds: Learning to be Creative. West Sussex: Capstone Publishing Limited.
Seery; N.; Lynch; R.; & Dunbar; R. (2010). A review of the nature; provision and progression of graphical education in Ireland. In E. Norman & N. Seery (Eds.); Graphicacy and Modelling. Loughborough: UK Available: http://hdl.handle.net/2134/9015.
Sherwin; R. K. (2008). Visual Literacy in Action: Law in the Age of Images. In J. Elkins (Ed.); Visual Literacy. London: Routledge.
Sorby; S. (2009). Educational Research in Developing 3-D Spatial Skills for Engineering Students. International Journal of Science Education; 31(3); 459-480.
Sorby; S.; & Gorska; R. A. (1998). The effect of various courses and teaching methods on the improvement of spatial ability. Paper presented at the 8th ICEDGDE; Austin; Texas.
Stafford; B. M. (2008). The Remaining 10 Percent: The Role of Sensory Knowledge in the Age of the Self-Organizing Brain. In J. Elkins (Ed.); Visual Literacy. London: Routledge.
Steinhauer; H. M. (2011). Graphical Communications: A Concept Inventory. Paper presented at the 118th ASEE Annual Conference and Exposition; Vancouver; B.C Canada.
Velichova; D. (2002). Geometry in Engineering Education. European Journal of Engineering Education; 27(3); 289-296.
