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Journal articles on the topic 'Art instruction'

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Published: 4 June 2021
Last updated: 4 March 2023

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1

Parsons, Frank A. "Vigueness in Art Instruction." Journal of Education 52, no. 17 (November 1990): 275–76. http://dx.doi.org/10.1177/002205749005201703.

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2

Holtzman, Reva Fine. "The Art of Field Instruction." Social Casework 69, no. 7 (September 1988): 463. http://dx.doi.org/10.1177/104438948806900708.

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Sivak, Michael V. "The Art of Endoscopic Instruction." Gastrointestinal Endoscopy Clinics of North America 5, no. 2 (April 1995): 299–310. http://dx.doi.org/10.1016/s1052-5157(18)30441-0.

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4

Proppe, Rebecca. "Instruction Paintings." Re:Locations - Journal of the Asia-Pacific World 2, no. 1 (May 15, 2019): 23–45. http://dx.doi.org/10.33137/relocations.v2i1.30801.

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In order to propose further research into non-Western avant-gardes and modernist narratives, this paper explores the contributions of Japanese-American artist Yoko Ono to our understanding of the narratives of modernism and contemporary art. Ono’s work is examined through her interactions with both Japanese and American avant-garde artists and philosophies, thus using Ono’s life and work as one potential case study in demonstrating the important dialog between East and West which manifested into several important avant-garde movements and artworks. My paper further seeks to complicate the traditional Western-centric narratives of art history by acknowledging intersectional readings of works and artists’ histories, by looking at Ono’s unique experience as a Japanese woman living in America, eventually marrying a pop singer whose fame would affect her public image for decades.
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Davidovitch, Nitza, and Ruth Dorot. "Interdisciplinary Instruction: Between Art and Literature." International Journal of Higher Education 9, no. 3 (April 22, 2020): 269. http://dx.doi.org/10.5430/ijhe.v9n3p269.

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This paper explores the developments and trends in higher education from a pedagogical perspective (specifically, multidisciplinary curricula) and research perspective (the interdisciplinary approach), and traces them from a last resort option to their recognition as a legitimate development with added value. The paper focuses on a case study that integrates two disciplines, art and literature, based on the poem by the Israeli poet Rachel entitled My Book of Poems and the painting The Scream by Norwegian artist Eduard Munch. The interdisciplinary approach opens up possibilities of enriching, expanding horizons, and breaking boundaries, and can grant graduates of the higher education system a cultural perspective suitable for the current generation of students, who typically use multiple interactive media and platforms, often simultaneously. This paper may shed light on teaching and learning of many diverse fields. The case study illustrates the joy of interdisciplinary learning and its academic benefits, despite the fact that for years, higher education institutions have tended to refer to researchers’ specializations in specific academic disciplines. This case study may serve as a model or source of inspiration for multidisciplinary learning involving motifs and topics that traditionally represent specific disciplines.
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IKEI, Nozomu. "Art and Technique in Sports Instruction." JAPAN JOURNAL OF SPORT SOCIOLOGY 14 (2006): 3–8. http://dx.doi.org/10.5987/jjsss.14.3.

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Geahigan, George. "Critical Discourse and Art Criticism Instruction." Journal of Art & Design Education 19, no. 1 (February 2000): 64–71. http://dx.doi.org/10.1111/1468-5949.00203.

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Frank, Polly P. "Active Library Instruction for Art Educators:." Art Reference Services Quarterly 1, no. 2 (January 14, 1993): 11–20. http://dx.doi.org/10.1300/j102v01n02_02.

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Arda, Zuhal. "Art instruction in pre-school education." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 150–53. http://dx.doi.org/10.1016/j.sbspro.2009.01.028.

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T., Nene, and William K.N. "Animated Infographics as A Potential Tool in Visual Art Pedagogy." British Journal of Contemporary Education 2, no. 1 (January 22, 2022): 1–16. http://dx.doi.org/10.52589/bjce-zqizrn0y.

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The study adopted a qualitative approach with the case study to ascertain the pedagogical environment and infographics format(s) used by Visual Art teachers in the teaching and learning of Visual Art subjects in Senior High Schools. Respondents for the study were sampled purposively and conveniently from KNUST Senior High School, Kumasi, Ghana. Findings from the study indicated the non-availability of animated infographics as an instructional tool in the Visual Art classroom and the inefficiency of instructional delivery with only textbooks. For better comprehension and achievement of instructional objectives, the study recommended animated infographics as an alternative pedagogical strategy to the conventional way of instruction in the Visual Art classroom.
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KIM, Sujin. "Art Historical Lineage of Instruction-Based Art and Cases in Art Education." Society for Art Education of Korea 82 (June 1, 2022): 27–52. http://dx.doi.org/10.25297/aer.2022.82.27.

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Seo, Sang-Duk. "A Study on Remote Instruction of Studio Art and Design Pedagogy." Journal of International Culture & Arts 1, no. 2 (December 30, 2020): 11–22. http://dx.doi.org/10.46506/jica.2020.1.2.011.

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Chandler, Lisa, Alistair Ward, and Lisa Ward. "‘Immersed in Art’: Engaged learning in art and design history." International Journal of Education Through Art 17, no. 2 (June 1, 2021): 235–52. http://dx.doi.org/10.1386/eta_00063_1.

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Established approaches to art history pedagogy typically involve a primarily passive form of instruction incorporating the viewing of works projected on screens. While such approaches can convey valuable information, they can also contribute to student disengagement and do not necessarily support deep learning. This article examines three learning initiatives incorporating an immersive teaching space to determine how these forms of technology-enhanced active learning might enhance student comprehension and engagement. The article considers how learning design incorporating the affordances of such immersive environments can provide multimodal learning experiences that stimulate student imaginations and support learning and engagement in a manner that complements rather than replaces traditional modes of instruction.
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Harris, Debra M., and Danielle E. Parrish. "The Art of Online Teaching: Online Instruction versus In-Class Instruction." Journal of Technology in Human Services 24, no. 2-3 (July 18, 2006): 105–17. http://dx.doi.org/10.1300/j017v24n02_06.

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Xiong, Mei Ni. "Network Architecture and Functional Development of the Art Teaching Platform." Advanced Materials Research 912-914 (April 2014): 1299–302. http://dx.doi.org/10.4028/www.scientific.net/amr.912-914.1299.

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Web Based Instruction Support System has four main components: (1) Instruction management subsystem, (2) Instruction subsystem,(3)Web course developing tool,(4)Instruction resource management subsystem. The architecture and function of a web based instruction support system developed by our institute was introduced in detail in this paper.
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Anuar, Roslaili, Shahriman Zainal Abidin, and Wan Zamani Wan Zakaria. "THE DESIGN, DEVELOPMENT AND EVALUATION OF TPSACK COURSEWARE TO FACILITATE THE ART AND DESIGN EDUCATION STUDENTS ARTISTIC SKILLS KNOWLEDGE." Asian Journal of University Education 15, no. 3 (December 31, 2019): 56–69. http://dx.doi.org/10.24191/ajue.v15i3.06.

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This study examines the efficacy of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) which addresses instruction as an entire system, focusing on the inter-relationship between context, content, learning and instruction. Respondents from 130 Art and Design Education (ADE) group were gathered to analyse the TPSACK courseware. The courseware is designed with artistic skills practice for Arts students aimed at developing their artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming future art educator. The TPSACK courseware was evaluated using questionnaire with 5 point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. Significant findings revealed that the courseware include satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) may be an ideal model in providing an instructional framework for courseware development.
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Anuar, Roslaili, Shahriman Zainal Abidin, and Wan Zamani Wan Zakaria. "THE DESIGN, DEVELOPMENT AND EVALUATION OF TPSACK COURSEWARE TO FACILITATE THE ART AND DESIGN EDUCATION STUDENTS ARTISTIC SKILLS KNOWLEDGE." Asian Journal of University Education 15, no. 3 (December 31, 2019): 69. http://dx.doi.org/10.24191/ajue.v15i3.7561.

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This study examines the effectiveness of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) to address instruction as an entire system and focusing on the inter-relationship between various factors such as context, content, learning and instruction. A total of 130 respondents Art and Design Education (ADE) group were selected to analyse the TPSACK courseware. The courseware is aimed to develop the students’ artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming a future art educator. The TPSACK courseware was evaluated using questionnaire with a 5-point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. The findings revealed that the courseware indicated satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) will be an ideal model to provide an instructional framework for courseware development.
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18

Lumbantoruan, Jagar. "ART LEARNING STRATEGY BASED ON DIRECTIVE INSTRUCTION MODEL." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 17, no. 1 (March 15, 2016): 19. http://dx.doi.org/10.24036/komposisi.v17i1.8413.

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This article aims to describe the development strategy of art based instruction directive instruction. Learning development strategy is realized through design planning and systematic learning system to solve learning problems. This can be done by adopting relevant learning models. Directive Instruction as a model is done by creating a lesson plan, ie identifying topics, determining learning objectives, and selecting examples and problems. The process of learning planning for a directive instruction model starts from identifying one specific skill desired by educators and learners to be understood and used, formulating specific learning goals that learners are expected to learn, finding and creating high-quality examples that help learners in order to be able to develop a conceptual foundation for the skills that learners will apply later in later examples.Keywords: Strategy, Art Learning, Directive Instruction.STRATEGI PEMBELAJARAN SENI BERBASIS MODEL DIRECTIVE INSTRUCTIONAbstrakArtikel ini bertujuan untuk memaparkan strategi pengembangan pembelajaran seni berbasis directive instruction. Strategi pengembangan pembelajaran diujudkan melalui perencanaan desain dan sistem pembelajaran yang sistematis untuk memecahkan permasalahan pembelajaran. Hal ini dapat dilakukan dengan mengadopsi model pembelajaran yang relevan. Directive Instruction sebagai sebuah model dilakukan dengan membuat rencana pembelajaran, yaitu mengidentifikasi topik, menentukan tujuan belajar, dan memilih contoh dan masalah. Proses perencanaan pembelajaran untuk model directive instruction dimulai dari mengidentifikasi satu keterampilan spesifik yang diinginkan oleh pendidik dan peserta didik untuk dipahami dan digunakan, merumuskan tujuan-tujuan belajar spesfifik yang diharapkan peserta didik untuk dipelajari, menemukan dan membuat contoh-contoh berkualitas tinggi yang membantu peserta didik agar mampu mengembangkan fondasi konseptual bagi keterampilan-keterampilan yang akan diterapkan peserta didik kemudian pada contoh-contoh selanjutnya.Kata Kunci: Strategi, Pembelajaran Seni, Directive Instruction.
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Hubbard, Guy. "Electronic Artstrands: Computer Delivery of Art Instruction." Art Education 48, no. 2 (March 1995): 44. http://dx.doi.org/10.2307/3193513.

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20

Rodionova, Vladislava I. "FORMATION OF THE ART-BY-INSTRUCTION CONCEPT." Articult, no. 2 (2017): 72–77. http://dx.doi.org/10.28995/2227-6165-2017-2-72-77.

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21

Platt, Jennifer M., and Donna Janeczko. "Adapting Art Instruction for Students with Disabilities." TEACHING Exceptional Children 24, no. 1 (September 1991): 10–12. http://dx.doi.org/10.1177/004005999102400104.

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22

LaBrocca, RoseAnn, and Lesley Mandel Morrow. "Embedding Vocabulary Instruction Into the Art Experience." Reading Teacher 70, no. 2 (June 3, 2016): 149–58. http://dx.doi.org/10.1002/trtr.1488.

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23

Kinkley, Jonathan. "Art Thief: An Educational Computer Game Model for Art Historical Instruction." Leonardo 42, no. 2 (April 2009): 133–37. http://dx.doi.org/10.1162/leon.2009.42.2.133.

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Cognitive research has revealed learning techniques more effective than those utilized by the traditional art history lecture survey course. Informed by these insights, the author and fellow graduate researchers at the University of Illinois at Chicago designed a “serious” computer game demo, Art Thief, as a potential model for a learning tool that incorporates content from art history. The game design implements constructed learning, simulated cooperation and problem solving in a first-person, immersive, goal-oriented mystery set within a virtual art museum.
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Liang, Xiwen, Fengda Zhu, Yi Zhu, Bingqian Lin, Bing Wang, and Xiaodan Liang. "Contrastive Instruction-Trajectory Learning for Vision-Language Navigation." Proceedings of the AAAI Conference on Artificial Intelligence 36, no. 2 (June 28, 2022): 1592–600. http://dx.doi.org/10.1609/aaai.v36i2.20050.

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The vision-language navigation (VLN) task requires an agent to reach a target with the guidance of natural language instruction. Previous works learn to navigate step-by-step following an instruction. However, these works may fail to discriminate the similarities and discrepancies across instruction-trajectory pairs and ignore the temporal continuity of sub-instructions. These problems hinder agents from learning distinctive vision-and-language representations, harming the robustness and generalizability of the navigation policy. In this paper, we propose a Contrastive Instruction-Trajectory Learning (CITL) framework that explores invariance across similar data samples and variance across different ones to learn distinctive representations for robust navigation. Specifically, we propose: (1) a coarse-grained contrastive learning objective to enhance vision-and-language representations by contrasting semantics of full trajectory observations and instructions, respectively; (2) a fine-grained contrastive learning objective to perceive instructions by leveraging the temporal information of the sub-instructions; (3) a pairwise sample-reweighting mechanism for contrastive learning to mine hard samples and hence mitigate the influence of data sampling bias in contrastive learning. Our CITL can be easily integrated with VLN backbones to form a new learning paradigm and achieve better generalizability in unseen environments. Extensive experiments show that the model with CITL surpasses the previous state-of-the-art methods on R2R, R4R, and RxR.
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Hervieux, Sandy, and Nikki Tummon. "Let’s chat: the art of virtual reference instruction." Reference Services Review 46, no. 4 (November 12, 2018): 529–42. http://dx.doi.org/10.1108/rsr-07-2018-0060.

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Purpose This study aims to evaluate the instances of information literacy instruction within the virtual reference system of a Canadian university library. Design/methodology/approach Coding and analysis of a sample of chat transcripts over the course of one academic year have been used. Findings The analysis indicated that over 50 per cent of virtual reference interactions do not lend themselves to information literacy instruction. An average of 23.6 per cent of interactions included information literacy instruction and the preferred methods of instruction were modelling and resource sharing. Originality/value While previous studies have focused on information literacy instruction provided in a virtual reference setting, this study aims to identify not only instances of information literacy but also to better understand the nature of chat queries by codifying instances of a transactional nature. The results could lead to improved best practices for chat reference, enhanced staff training and varied promotion and delivery of not just virtual reference services but of other library services as well. A portion of this research project, including partial results for the Fall semester, was presented at the LILAC Conference in Liverpool in April 2018.
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How, Linden, Amanda Meeks, Shannon Marie Robinson, and Alyssa Vincent. "The art of information literacy: New competencies for art, architecture, and design learners." College & Research Libraries News 80, no. 3 (March 4, 2019): 165. http://dx.doi.org/10.5860/crln.80.3.165.

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Art, architecture, and design curriculum in higher education has evolved in many ways over the past decade. While many universities and colleges still ascribe to the Bauhaus model as a core approach to instruction, shifts in technology, modes of making, global perspectives, and the professional landscape have required responsiveness on the part of these institutions. Today’s art, architecture, and design learners need to be equipped to navigate, evaluate, and ethically use vast quantities and varieties of information in their practices. As a result of these evolutions and the influence of the ACRL Framework for Information Literacy for Higher Education, library pedagogy for these disciplines has accordingly shifted away from traditional bibliographic instruction and towards information literacy-based approaches.
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Qiao, Wan, and Dake Liu. "A scalable ASIP for BP Polar decoding with multiple code lengths." MATEC Web of Conferences 232 (2018): 01046. http://dx.doi.org/10.1051/matecconf/201823201046.

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In this paper, we propose a flexible scalable BP Polar decoding application-specific instruction set processor (PASIP) that supports multiple code lengths (64 to 4096) and any code rates. High throughputs and sufficient programmability are achieved by the single-instruction-multiple-data (SIMD) based architecture and specially designed Polar decoding acceleration instructions. The synthesis result using 65 nm CMOS technology shows that the total area of PASIP is 2.71 mm2. PASIP provides the maximum throughput of 1563 Mbps (for N = 1024) at the work frequency of 400MHz. The comparison with state-of-art Polar decoders reveals PASIP’s high area efficiency.
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Çil, Emine. "Integrating Botany with Chemistry & Art to Improve Elementary School Children’s Awareness of Plants." American Biology Teacher 77, no. 5 (May 1, 2015): 348–55. http://dx.doi.org/10.1525/abt.2015.77.5.5.

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Students need to be aware of plants in order to learn about, appreciate, care for, and protect them. However, research has found that many children are not aware of the plants in their environment. A way to address this issue might be integration of plants with various disciplines. I investigated the effectiveness of an instructional approach based on integration of botany with chemistry and art for increasing students’ awareness of plants. The study was carried out in a science summer school for 10- to 12-year-old students (n = 25). A plant awareness questionnaire and a plant blindness test were used as pretests and posttests to assess the effects of the instruction on the students’ plant awareness. Semi-structured interviews were also conducted with the students after instruction. The results indicated that integrating plants with various disciplines might overcome the learning problem of students associated with their “plant blindness.” Moreover, this instructional approach can provide students opportunities to learn the names of plants and some concepts in the botanical discipline, as well as help them understand the relationship between plants and other disciplines.
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Soganci, Ismail O. "Instruments of Change: An Action Research Study of Studio Art Instruction in Teacher Education." International Education Studies 9, no. 7 (June 28, 2016): 47. http://dx.doi.org/10.5539/ies.v9n7p47.

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<p class="apa">This article narrates a nine-month action research project conducted in order to improve studio art instruction in a preservice art education programme in Turkey. Setting out to determine the relevant problems through interpretation of conversations, anecdotes, essays and observations of 16 third-year BA students, the instructional atmosphere was rearranged with respect to three themes deduced in the action research process: “us and them,” “old-fashioned curriculum,” and “caring”. The principal results illustrate the concrete examples of “instruments of change” that integrate these themes in studio art teaching: Design of the studio, willing participation, guidance on demand, collegial environment, inclusive curriculum, language, social media and music, and casual interaction. The study presents articulations of participants on each one of these instruments through direct quotes along with links to the broader educational literature. The final concentration is on a discussion based on the changes in the instructional setting conveying the essential role of “caring” in the processes of forming “instruments of change” for art education professionals.</p>
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Janner, Michael, Karthik Narasimhan, and Regina Barzilay. "Representation Learning for Grounded Spatial Reasoning." Transactions of the Association for Computational Linguistics 6 (December 2018): 49–61. http://dx.doi.org/10.1162/tacl_a_00004.

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The interpretation of spatial references is highly contextual, requiring joint inference over both language and the environment. We consider the task of spatial reasoning in a simulated environment, where an agent can act and receive rewards. The proposed model learns a representation of the world steered by instruction text. This design allows for precise alignment of local neighborhoods with corresponding verbalizations, while also handling global references in the instructions. We train our model with reinforcement learning using a variant of generalized value iteration. The model outperforms state-of-the-art approaches on several metrics, yielding a 45% reduction in goal localization error.
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Blandy, Douglas, C. B. Clements, and R. D. Clements. "Art and Mainstreaming: Art Instruction for Exceptional Children in Regular School Classes." Studies in Art Education 26, no. 3 (1985): 189. http://dx.doi.org/10.2307/1320329.

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Minar, Virginia. "Art and Mainstreaming (Art Instruction for Exceptional Children in Regular School Classes)." Art Therapy 2, no. 2 (June 1985): 88–89. http://dx.doi.org/10.1080/07421656.1985.10758793.

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George, Michael. "Mathematics Teaching as a Narrative Art." Mathematics Teacher 108, no. 4 (November 2014): 266–71. http://dx.doi.org/10.5951/mathteacher.108.4.0266.

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Cross, Chrissy J. "An Analysis of Storytelling on Student Content Acquisition." American Biology Teacher 79, no. 8 (October 1, 2017): 628–34. http://dx.doi.org/10.1525/abt.2017.79.8.628.

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Traditionally, science and art are not combined as an instructional method in the undergraduate biology laboratory. This research examined the differences in the construction of biology content knowledge in student work in an inquiry-based lab and in an inquiry- and arts-based lab. The qualitative research findings indicated that the students developed deeper understanding of the content knowledge when an arts-based instructional method (storytelling) was included as part of the inquiry-based instruction.
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Alex Davis. "Scenes of Instruction in Renaissance Romance (review)." Arthuriana 19, no. 3 (2009): 139–40. http://dx.doi.org/10.1353/art.0.0062.

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Joohee, Kang. "Community-Based Art Education Practice through Authentic Instruction in Art - Focused on Pre-service Art Teachers." Korean Journal of Arts Studies ll, no. 17 (September 2017): 247–74. http://dx.doi.org/10.20976/kjas.2017..17.011.

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Gervits, Maya, and Halina Rusak. "Art and Archaeology of the African Diaspora: New Challenges in Art History Instruction." Art Documentation: Journal of the Art Libraries Society of North America 19, no. 2 (October 2000): 46–48. http://dx.doi.org/10.1086/adx.19.2.27949087.

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O'Connor, Richard J. "Integrating Optical Videodisc and CD/ROM Technology to Teach Art History." Journal of Educational Technology Systems 17, no. 1 (September 1988): 27–32. http://dx.doi.org/10.2190/xjke-27fd-2wmp-3nrt.

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This study determines the feasibility of combining Level III microcomputer-controlled videodisc instruction with large text-based data searching provided by Compact Disc/Read Only Memory (CD/ROM) technology in an individualized instructional program in Art History. In addition, the project is intended to determine the practicality of repurposing generic videodisc and CD/ROM programs through development of programming macros that can be used by teachers to individualize program content. The National Gallery of Art videodisc and the CD/ROM version of the Grolier Academic American Encyclopedia are used as course software, with a two screen MS-DOS hardware configuration.
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Kok, Annemarie. "Do it yourself!" Netherlands Yearbook for History of Art / Nederlands Kunsthistorisch Jaarboek Online 68, no. 1 (August 5, 2019): 378–405. http://dx.doi.org/10.1163/22145966-06801013.

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In 1962, the Dutch art audience was confronted with a remarkable participatory art project in the Stedelijk Museum Amsterdam: a dynamic labyrinth that visitors could enter, be part of and contribute to. This article analyses the particular relation between participation and instruction in the Dylaby exhibition. After a brief sketch of its particular setup, its ideals, plans and precursors are discussed, together with other contemporary proposals for labyrinths. This is followed by a short excursion into theoretical interpretations of participatory art, centering on the dynamics of freedom and control in this particular art practice. The third part focuses on procedures of guidance and instruction with regard to particular artworks. On the basis of historical source material forms of instruction are reconstructed and examined. Finally, the options of visitors to discover for themselves how to participate will be addressed, with a short detour to the pedagogical theory of Paolo Freire.
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Beatty, Nicole A., and Ernesto Hernandez. "Socially responsible pedagogy: critical information literacy and art." Reference Services Review 47, no. 3 (August 1, 2019): 280–93. http://dx.doi.org/10.1108/rsr-02-2019-0012.

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Purpose The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy. Design/methodology/approach At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course. Findings Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course. Research limitations/implications Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics. Practical implications The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes. Social implications This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations. Originality/value While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.
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Ajideh, Parviz, Mohammad Zohrabi, and Kazem Pouralvar. "The Effect of Explicit Instruction of Metacognitive Reading Strategies on ESP Reading Comprehension in Academic Settings." International Journal of Applied Linguistics and English Literature 7, no. 4 (July 1, 2018): 77. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.77.

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This study investigated the effect of explicit instruction of metacognitive reading strategies on ESP reading comprehension among university students in Iran. Strategy instruction has recently been integrated into language teaching methodologies, stressing that successful language learners take advantage of appropriate strategy selection and application in order to develop better language skills. Poor learners, on the other hand, fail to know how to use strategies and for what purposes. There has been ample research on the impact of explicit strategy instruction on the EFL learners’ language skills. These studies indicate the effectiveness of strategy instruction on the various aspects of language learning such as skill development among EFL learners but the notion of the effectiveness of strategy instruction on ESP reading comprehension in university level has not been much scrutinized in Iranian context. The participants in this study included undergraduate first and second year students studying Islamic Art and Architecture Engineering at Tabriz Islamic Art University. A randomized subjects and posttest-only control group design was employed in this study. The number of students in Art control and experimental groups was 28 and the one for Architecture control and experimental group was 26 students. The participants in the experimental groups received explicit instruction of metacognitive reading strategies through the Cognitive Academic Language Learning Approach (CALLA) for strategy instruction. The results of independent t-test revealed that the students in the experimental groups outperformed those in the control groups and showed greater achievement in their ESP reading comprehension ability.
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42

Stimart, Dennis P. "Development and Integration of an Instructional Garden in Education at the University of Wisconsin-Madison." HortTechnology 9, no. 4 (January 1999): 557–61. http://dx.doi.org/10.21273/horttech.9.4.557.

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The Allen Centennial Gardens are instructional gardens managed by the Department of Horticulture, University of Wisconsin-Madison. Twenty-two garden styles exist on the 2.5-acre (1.0-ha) campus site with a primary focus on herbaceous annual, biennial and perennial ornamental plants. The gardens are used for instruction mostly by the Department of Horticulture and secondly by departments of art, botany, entomology, landscape architecture, plant pathology, and soils. Class work sessions are limited due to the gardens' prominence on campus, high aesthetic standards, space restrictions, and large class sizes. Undergraduate students are the primary source of labor for plant propagation, installation and maintenance; management; and preparation of interpretive literature. Work experience at the gardens assists students with obtaining career advances in ornamental horticulture. Future challenges include initiating greater faculty use of the gardens for instruction and creating innovative ways to use the gardens to enhance instruction.
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43

Lavender, Randall. "The Subordination of Aesthetic Fundamentals in College Art Instruction." Journal of Aesthetic Education 37, no. 3 (2003): 41. http://dx.doi.org/10.2307/3527303.

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44

Lavender, Randall. "The Subordination of Aesthetic Fundamentals in College Art Instruction." Journal of Aesthetic Education 37, no. 3 (2003): 41–57. http://dx.doi.org/10.1353/jae.2003.0023.

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45

Mukunda, Neha, Nazanin Moghbeli, Adam Rizzo, Suzannah Niepold, Barbara Bassett, and Horace M. DeLisser. "Visual art instruction in medical education: a narrative review." Medical Education Online 24, no. 1 (January 1, 2019): 1558657. http://dx.doi.org/10.1080/10872981.2018.1558657.

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Scarcella, Robin C., and Rebecca L. Oxford. "Second language pronunciation: State of the art in instruction." System 22, no. 2 (May 1994): 221–30. http://dx.doi.org/10.1016/0346-251x(94)90058-2.

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Chanda, Jacqueline. "A Theoretical Basis for Non-Western Art History Instruction." Journal of Aesthetic Education 27, no. 3 (1993): 73. http://dx.doi.org/10.2307/3333249.

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Holt, David K. "An Example for Art-Critical Instruction: Roger De Piles." Journal of Aesthetic Education 28, no. 2 (1994): 95. http://dx.doi.org/10.2307/3333274.

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49

Skudrna, Vincent J. "Role of Computer Assisted Instruction (CAI) in an Introductory Computer Concepts Course." Journal of Educational Technology Systems 25, no. 4 (June 1997): 327–45. http://dx.doi.org/10.2190/8362-cgbb-3d5r-j0uc.

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The primary objective of this article is to discuss the role of Computer Assisted Instruction (CAI) at the undergraduate level via a survey of related literature and specific applications. CAI shares many features with other instructional modes, such as traditional classrooms and programmed instruction (PI). Many characteristics of learners affect their ability to learn and acquire new knowledge. An individual's subject-specific knowledge and general knowledge both affect comprehension. With regard to instructional design, system approaches are sometimes referred to as instructional development systems (IDS). An IDS embraces several major categories. These include a statement of goals, analysis, development of instruction, and evaluation and revision. General statements on CAI can be divided into the following areas: requirements, potential benefits, state of the art, problems, CAI as a factor in society, the roles of industry, education, and government, including the role of teacher. At least two educational requirements make CAI inevitable, i.e., the trend to individualized instruction and the growth in information to be acquired. Data processing and computer science involve the teaching of computer skills in relative isolation from other disciplines. Hence, the computer is the principal subject. Student problem solving and research is where the computer is used as a tool in some field outside computer science. A specific sphere of application is the subject. This article will relate these categories as they apply to an introductory computer concepts course taught at the undergraduate level. Another phase of this course is that it is accounting-oriented.
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Zhang, Weiyu, and Yin Ling Cheung. "Researching Innovations in English Language Writing Instruction: A State-of-the-art Review." Journal of Language Teaching and Research 9, no. 1 (January 1, 2018): 80. http://dx.doi.org/10.17507/jltr.0901.10.

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With academic writing viewed as an important aspect of language instruction, there is an increasing interest on how writing education could be improved to better accommodate the needs of multilingual learners. To evaluate the empirical evidence from published research studies, we conducted a systematic synthesis of the published research that has examined innovations in English-as-a-foreign language writing instruction in China, in contexts including tertiary, secondary, and elementary schools. General claims emerged across our analyses of 56 empirical studies published in the SSCI journals in English from 2005-2015. Each claim is supported by empirical evidence: (1) corpus-based approaches are useful in analyzing students’ writing; (2) students’ affective and cognitive factors may influence the outcome of writing instruction; (3) training may help teachers improve confidence in teaching writing; (4) differences may appear between assessment-oriented teacher feedback and non-assessment-oriented teacher feedback; (5) assessment for learning influences student learning of writing; (6) instruction may help writers acquire skills and knowledge of writing for publication; (7) technology-enabled instruction can help students in their writing process; and (8) novel and authentic writing tasks can promote students’ critical thinking ability.
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