Design for visual literacy and metaliteracy competence course in higher education libraries
DOI:
https://doi.org/10.18225/ci.inf.v54i1.6219Palavras-chave:
metaliteracy, multiliteracy, visual literacy, new media art, competence coursesResumo
This article addresses the design for a higher education metaliteracy competence course. The raw data for the study described were drawn from the findings delivered by a VOREMETUR I+D+i project on the use of media art works as digital learning (DLOs) and learning (LOs) objects. The scope of the course is higher education digital competence training, and its aim is the development of specific visual literacy and metaliteracy competence. The purpose is to broach such training in the context of university planning based on curricular design and online teaching materials. The chosen format is blended learning with digital educational platforms supported by m-learning techniques and in-person sessions (Wooclap). The course is based on a metamodel structured around four stages. The paradigms, model, and scope of application are formulated around a metaliteracy taxonomy: online communication and information competence for acquiring and editing knowledge in digital and virtual object environments are defined, and elements for assessing the competence course proposed. The conclusion drawn from the study is that the model is applicable to the formal, non-formal, and informal education incumbent upon academic libraries.
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