Abstract
dc:description.abstractThis dissertation was driven by a lack of evidence substantiating the current state of visual literacy knowledge and skills of instructional design professionals and the continuing call for visual literacy assessment research. The project has contributed two manuscripts that examine the existing visual literacy assessment research and document an attempt at designing and developing an evidence-based visual literacy assessment product. The first manuscript, a comprehensive literature review, offers insights into how visual literacy has been assessed over the years and the challenges associated with establishing a research agenda for visual literacy assessment as revealed by current research and practice. The second manuscript, adopting the design and development research methodology, aims to design and develop a product that instructional designers can use to assess or diagnose the strengths and weaknesses in their knowledge regarding a fundamental vocabulary of visual literacy.
Degree
thesis:*- Name thesis:degree_name
- Doctor of Philosophy
- Level thesis:degree_level
- doctoral
- Discipline thesis:degree_discipline
- Curriculum and Instruction
- Department dc:contributor.department
- Education, Vocational-Technical
- Grantor dc:publisher
- Virginia Tech
- Year dc:date.issued
- 2021
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Li, Mingyu
- Chair dc:contributor.committeechair
-
- Potter, Kenneth R.
- Committee members dc:contributor.committeemember
-
- Johnson, Alicia Leinaala
- Lockee, Barbara B.
- Ervine, Michelle D.
Subjects
dc:subject × 5Rights
dc:rights- Statement dc:rights
-
- In Copyright
- Licence dc:rights.uri
Identifiers
dc:identifier.*- Dc Identifier Other
- vt_gsexam:32105
- OAI identifier oai:identifier
- oai:vtechworks.lib.vt.edu:10919/113179