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The aim of this study is to investigate how the information needs satisfaction of visual art teachers affects their creativity. Visual art teachers’ information seeking behaviour and specifically the association of information needs satisfaction with creativity has been an understudied area, despite competent information seeking being considered essential for high quality practices of art teachers.

A questionnaire survey was developed addressing the information seeking behaviour of art teachers, informed by Wilson’s model (1981), including visual art teachers’ information needs, information resources, obstacles faced while seeking information and the perceived impact of information needs satisfaction on visual art teachers’ creativity.

The study included 298 visual art teachers in Greece. The results demonstrated that the key information needs of art teachers were mainly related to materials’ properties, techniques for creating artwork and artwork promotion methods. Online information sources were the preferred sources of art information, followed by colleagues, personal collections and visits to galleries and museums. Our study identified lack of time, lack of specialized libraries and copyright, as the main barriers to information seeking.

Information about art plays a substantial role in visual art education, while visual art teachers’ information needs satisfaction positively influences their creative endeavours. There is a need to further explore the digital information needs of visual art teachers.

This study investigates the perceptions and challenges faced by academic library professionals in utilising infographics as a communication tool. It aims to understand how infographics are perceived in libraries, their effectiveness in conveying information and the obstacles encountered during implementation.

The research employed a descriptive survey design, collecting data through a closed-ended questionnaire distributed electronically to 144 library and information science professionals. Stratified random sampling was used to ensure representation from various types of libraries. Pilot testing was conducted to validate the questionnaire, and data analysis was performed using statistical software.

Library professionals perceive infographics as valuable tools for conveying complex concepts quickly, promoting library events and appealingly presenting resources. They also believe that infographics simplify complex information and enhance the user experience. However, challenges include lacking design skills and resources, difficulty finding relevant data, integrating infographics into traditional library services and time constraints.

This study provides unique insights into the role of infographics in library communication, highlighting both their positive perceptions and critical challenges. It offers recommendations for enhancing the use of infographics, including training for library professionals, improved data management and integration into traditional library services. The study also suggests promoting best practices and exploring emerging technologies like 3D interactive infographics.

This study is an “Action-Research-based” bridge that connects sketching and photographic processes. The article’s objective encompasses designing, assessing and validating a perceived difference between sketching and photography through a structured task by ensuring the systematic creation and implementation of the assignments. This study is part of a larger research project exploring the differences between thinking about sketching and final photographic outcomes.

This experimental mixed-method methodology was collected in three phases: the creation phase, where participants were asked to sketch and photograph a balanced composition; the evaluation phase, where the sketches and photographs were evaluated by “Self, Peer, and Independent” reviewers for their perceived differences. An analysis of variance (ANOVA) was implemented to test the result. In the validation phase, eye-tracking technology is applied to understand the subconscious eye movements of individuals.

This study of 37 samples has helped develop a self-study model in photography, as students have learnt to evaluate themselves critically. This experience will help students be active and reflective learners, thus increasing attention and retention in their course, specifically “Photography Design Education”. A pedagogical approach by design instructors for practical, student-friendly, process-oriented assignments for their photography courses in higher education.

The trans-mediation process requires cognition amongst different mediums, such as pencil and paper for sketching and light for light painting. Photography courses in design education need knowledge of the photo/light medium, contrasting with the understanding of sketching/drawing. Exploring and addressing research gaps for transforming and designing assignments based on adaptive understanding presents an exciting opportunity.

This paper presents a 10-year systematic review of research on the visual framing of crises to identify the priorities, theories applied and trends in the scholarship of visual framing during crises. The gaps are analyzed to provide evidence-based recommendations for advancing future research.

A total of 269 articles published in 156 peer-reviewed communication journals between January 2014 to December 2023 were reviewed. Data were analyzed using open and axial qualitative coding. A codebook was developed for the quantitative coding and data were analyzed in SPSS descriptive statistics and chi-square tests to answer the research questions.

The proportion of visual framing of crises has remained the same in the last 10 years – there is significantly more research on the visual framing of non-crises. Overall, research on the visual framing of crises is largely exploratory/descriptive and could benefit from a research agenda that is more theory driven. Additionally, there is a skewed focus for research on North America compared to other regions, and for political communication and climate compared to other themes. Environmental sciences and engineering are the most widely investigated journal fields, while disaster is the most common typology studied when looking at the visual framing of crises.

The systematic literature review has some limitations – most particularly that the sample was drawn from a single publisher, which may not be exhaustive enough to represent the full population of articles in the field of visual communication. However, it is a systematic review of the publications that are officially aligned with three of the major communication organizations – the International Communication Association, National Communication Association and World Communication Association. However, future research considering the inclusion of an additional publishers, like Emerald, would further enrich scholarship in visual framing during crises. Second, manual coding of the articles could present potential differences in analysis and interpretation by other researchers. Despite the limitations, the study also provides some important insights into the present and future of the visual framing of crises.

Addressing gaps in the internationalization of visual crisis communication would expand studies for visual framing among underrepresented communities such as populations with low reading literacy, gender minorities and displaced communities and inform visual framing strategies for government and relevant institutions as primary information disseminators during crises.

Addressing the gaps identified in this systematic literature review on the visual framing of crises is important for extending theory in this relatively nascent field and guiding crisis visual framing strategies to mitigate uncertainty and panic, threats to stakeholder relationships, social vulnerabilities and the visual framing of stakeholder-centric crisis responses.

Based on available literature, this is the first systematic literature review investigating the use of all types of visuals used during all crisis typologies, reflecting the ubiquity of crises and the increased focus on the use of visuals in crisis communication in the last decade.

This paper aims to trace how Asian American girls engaged with civic learning in a virtual out-of-school literacy community featuring a curriculum of diverse literary texts.

The researcher used practitioner inquiry to construct a virtual literacy education community dedicated to the civic learning of Asian American girls.

The paper explores how participants mobilized critical practices of textual consumption and production rooted in their intersectional identities and embodied experiences to make meaning of the civic constraints and affordances of marginalized identities and to read and (re)design author choices for civic purposes. These findings – examples of youths’ critical civic meaning-making – indicate how they claimed space for Asian American civic girlhoods in literacy education.

This paper foregrounds how Asian American girls mobilize critical processes of text consumption and production to assert civic identities in literacy education – a significantly under-examined topic in literacy studies. This work has implications for how literacy practitioners and scholars can prioritize Asian American civic girlhoods through pedagogy and research.

By examining types of literacies taught by public libraries and the modes through which these programs were offered, this study aims to explore how public libraries might integrate data literacy training for the general public into existing library educational programs.

This study examined programs offered in 30 US public libraries during 2019 and 2020 to better understand types of literacy education announced to the public through library website listings and Facebook Events pages.

While public libraries offered educational programs in literacy areas ranging from basic reading and writing to technology, vocational skills, health literacy and more, data literacy training was not widely offered. However, this study identified many already-existing programs highly compatible for integrating with data literacy training.

This study offered new insights into both the literacies taught in public library programs as well as ways for public libraries to integrate data literacy training into existing educational programming, in order to better provide data literacy education for the general public.

Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.

In this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.

Teachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.

This article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.

This paper aims to identify the effectiveness, student perceptions and impacts of integrating comics into the English as a foreign language (EFL) writing curriculum for undergraduate Ecuadorian polytechnic students.

This research followed a mixed method design to obtain quantitative information through a researcher-made survey and paired T-test, which would be corroborated by the qualitative data obtained from semistructured interviews.

From the descriptive and T-test results and the interview answers, it is concluded that students have a favorable view of the effectiveness of using comics to improve their writing skills. They also expressed their engagement and motivation to work with comics.

First, the research sample, comprised of 109 students, may restrict the generalizability of the findings beyond the specific context of this study. This constraint suggests caution in extrapolating these findings to broader student cohorts, emphasizing the need for larger-scale studies to validate the robustness and applicability of the outcomes. Second, the study’s focus solely on students from a polytechnic state university introduces a potential limitation concerning the diversity and representativeness of the participant pool. Consequently, the findings might be limited in their applicability and may not fully encompass students’ varied responses and attitudes from other educational backgrounds.

The scaffolding afforded by comics aligns with genre-based literacy perspectives, valuing instruction in textual genres and social purposes. From a practical pedagogical point of view, this paper’s results suggest the potential of comic narratives and storyboarding. Comics writing could be added to classroom activities to vibrantly aboard brainstorming, drafting and peer reviewing before dealing with higher-stakes assignments. Legitimizing alternative mediums like comics for academic writing tasks has social implications for promoting literacies in a multimedia world.

Writing comics nurtures multiliteracies aligned with participatory digital cultures by expanding traditional linguistic-centric norms. This multimodal composing can potentially increase access and representation and amplify voices across identities and cultures.

Although the paper addresses a topic that is not entirely novel in research, its originality lies in its focus on data originating from Ecuador, where specific cultural nuances and educational contexts may influence the effectiveness of using comics to enhance EFL writing skills. Thus, it fills a gap in the existing literature on this subject.

This study explores the relevance of film texts in Indian social studies classrooms for students at the upper primary level. It examines how different types of visual texts can facilitate awareness, critical thinking, discussion and action.

Using multimodal discourse analysis (MDA), this paper critically evaluates five selective films from regional cinemas in India and explores their teaching implications for social studies. The study argues that films are vital multimodal resources that can challenge the prevailing narratives in social studies pedagogy. It conveys how the suggestive revised taxonomy could benefit the students. It proposes a classification system for film analysis with discussion and states how films can bring out interrelated themes and encourage deeper, critical inquiry within the curriculum. The study finds discourse around the films and qualitatively stresses dialogue exchange with sentiment analysis using MAXQDA software. Developed by VERBI software, MAXQDA is a product whose name is inspired by the German Sociologist Max Weber, while the ‘QDA' stands for Qualitative Data Analysis.

The films act as multimodal texts, navigators, metaphors, communicative circuits and catalysts. The paper concludes that films can improve and expand multimodal learning of social studies in three ways: films help learners connect emotionally with the concepts, films make the learning process more appealing and extend it beyond classroom boundaries and films offer a unique insight into the socio-cultural subtleties that are often limited in textbooks.

This research pioneers an intersectionality-driven framework for film analysis in the curriculum for Indian upper primary social studies, offering innovative pedagogical tools to enrich Indian curriculum insights and bridge existing knowledge gaps.

The purpose of this paper is to explore the factors influencing the encountering information adoption of virtual live streaming from the perspective of the immersion experience. In addition, the paper aims to provide new theoretical perspectives and analytical frameworks for virtual live information behavior.

Based on a review of relevant literature and theories, a model of the encountering information adoption of virtual live streaming users is constructed. In order to complete the empirical study, two experiments and questionnaires have been designed to investigate the relationship between high and low immersion experiences. A total of 1,332 valid survey samples were collected and analyzed, utilizing the structural equation model. In order to delineate the regimes, Gradient Boosted Regression Tree (GBRT) and Lasso regression were further utilized.

The research findings indicate that users' immersion experience in virtual live streaming has a positive effect on perceived usefulness, trust, and commitment. Furthermore, perceived usefulness and trust have a positive effect on users' emotional arousal and enhance the content experience, while commitment has a negative effect on the content experience. The emotional arousal and content experience of users contribute to their encountering information adoption. The effect of immersion experience on encountering information adoption is partially mediated by perceived usefulness, trust, commitment, emotional arousal, and content experience. The relationship between content experience and encountering information adoption is moderated by digital literacy to a significant extent. In the context of virtual live streaming, the factors influencing users' encountering information adoption can be divided into three distinct regimes. The most significant factors affecting encounter information adoption are trust and commitment, which are located in the first regime. Emotional arousal and digital literacy are situated in the third regime, with the least significant influence on encountering information adoption.

This study constructs a model of virtual live streaming users' encountering information adoption and explores the formation mechanism of encountering information adoption from the perspective of immersion experience, which provides a new perspective for further understanding the influence of virtual live-streaming users' encountering information adoption.