Subjects
information literacy, student-centered learning, visual literacy, learning modules
Document Type
Innovative Practice
Abstract
While learning modules are not new to academic librarianship, student-centered, asynchronous learning modules are an innovative approach not commonly considered within the academic librarianship literature. This article discusses the development and implementation of visual literacy asynchronous learning modules created by two librarians for a cohort of first-year studio art students. In creating these modules, the goal was to offer studio art students visual literacy instruction specific to their personal interests and future careers. Specifically, this article discusses the module design process and how student-centered learning can be incorporated into modules in order to offer deep learning opportunities.
DOI
10.15760/comminfolit.2025.19.1.6
Persistent Identifier
https://archives.pdx.edu/ds/psu/43762
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Huddle, J., & Carter, S. (2025). Visual Literacy Instruction at Scale: Developing Asynchronous Learning Objects for First-Year Art and Design Students. Communications in Information Literacy, 19 (1), 93–112. https://doi.org/10.15760/comminfolit.2025.19.1.6