Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the Central European time zone. The current conference time is: 1st Dec 2022, 06:55:02pm CET

Only Sessions at Location/Venue 
Session Overview
02/1: Empowering Critical Design Literacy
Friday, 24/Sept/2021:
2:00pm - 3:00pm

Session Chair: Siri Homlong, Konstfack University of Arts, Crafts and Design
Session Chair: Karen Braenne, Volda University College
Virtual location: Ewei

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Experiencing Sustainable Fashion: Have Fun and Feel Clever. A Case Study for Critical Design Literacy

Hanna Hofverberg1, Ninitha Maivorsdotter2

1Malmö University, Sweden; 2Högskolan i Skövde, Sweden

Clothes consumerism is increasing every year, which is a huge challenge for sustainability. Educa-tional Design research have shown that the challenge cannot be solved unless we have critical literate consumers. By making the question of sustainable clothing a matter for critical design lit-eracy, the aim of this case study is to examine the meaning making of an educational material produced for teachers in design and craft education. The educational material, entitled Sustaina-ble Fashion, consists of 17 design projects and the analysis is made with the aid of practical epis-temological analysis with a specific focus on aesthetic experience. Two ways of becoming a sus-tainable consumer of fashion have been identified – to have fun and to feel clever – and these two meaning making activities incorporate certain actions of what it means to be a sustainable consumer. From a critical design literacy perspective, these ways of becoming a sustainable con-sumer are crucial to acknowledge, as they include (and exclude other) specific sustainability ac-tions.

Framing students’ reflective interactions based on photos

Marije ten Brink1,2, Frank M. Nack3, Ben A. M. Schouten1,2

1Amsterdam University of Applied Sciences, the Netherlands; 2Eindhoven University of Technology, the Netherlands; 3University of Amsterdam, the Netherlands

Critical reflection, addressing students’ attitude, beliefs and values related to pressing topics in the world, plays a crucial role in developing ethical sensitiveness and critical design literacy in design education. Critical reflection is provoked by discussing self-made photos, as is demonstrated in the research method Photovoice. This paper considers Photovoice in design education for its ability to foster learning through self-guided critical reflective interactions with peers based on self-made photos. Research on how to support this is lacking. This paper addresses this gap by studying students engaging in self-guided Photovoice assignments. Results consist of adapted steps for Photovoice in education and illustrate potential as well as boundaries of self-guided Photovoice through students’ quotes and photomaps. Also, five frames of interpretation, suggested by students engaged in self-guided Photovoice, contribute to previous knowledge and may inspire the design education community to start experimenting with Photovoice in course work. The final aim is to support students in critical reflection, a crucial skill for responsible design professionals.

Critical design literacy through reflection in design

Ingvill Gjerdrum Maus

Oslo Metropolitan University, Norway

This paper discusses a conceptual review of three frameworks for students’ reflection in general design education. The frameworks were selected for their different focus of attention on the students’ engagement with design products and environmental impacts. The review results indicated that the focus of attention had affected the topics of the questions for reflection; the questions of how related to product design, the questions of why related to environmental impacts and question of what related to plural solutions to challenges in both product design and environments. The paper discuss how researcher, teacher and students have different perspectives on whether these topics for operates within, or aim to transform established fields of practice. This, the frameworks different contributions to enhancement of students’ critical design literacy.

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