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Visual Literacy in Swedish Art Education

Journal article
Authors Hans Örtegren
Tarja Karlsson Häikiö
Published in Tilde; Rapport nr. 17 Lärarutbildning & konstpedagogik Några Nordiska Nedslag, INSTITUTIONEN FÖR ESTETISKA ÄMNEN UMEÅ UNIVERSITET
Issue Rapport nr 17
Pages 11-21
ISSN 1103-8470
Publication year 2020
Published at HDK­-Valand - Academy of Art and Design
Pages 11-21
Language en
Keywords bild, visual arts education, visual literacy, media literacy,
Subject categories Learning, Didactics, Pedagogy


In this article Örtegren and Karlsson Häikiö present and problematize the concept visual literacy in relation to a Swedish art educational context, the national evaluations (NU03; NÄU13), and discuss research in the field of visual knowledge. Lately a European research team published a survey, the Common European Framework of Reference for Visual Literacy – Prototype (ENViL, 2016), granted by UNESCO, with comments on the implementations of the concept visual literacy in a European context. This survey have comparative value for research about Swedish conditions and the aim is to discuss gains and losses in implementing the proposals concerning visual literacy presented in the ENViL report and to relate these aims to a Swedish context. As visual literacy is described alongside with other generic competencies in the ENViL study, the core of the subject, according to the authors, needs to be related to national research in the visual knowledge field as well as the Swedish subject visual arts (Bild) both in compulsory school and to the courses predominantly focused within Media and Art programs in upper secondary education.

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