Critical design literacy through reflection in design

Abstract

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 with respect to students’ engagement with design products and environmental impacts. The review results indicated that the focus of attention affected the topics of reflection: the how-topics related to product design, the why-topics related to environmental impacts and the what-topics related to multiple solutions to challenges in both product design and environments. The paper discusses how researchers, teachers and students have different perspectives on whether the topics of reflection operate within established fields of practice or aim to transform them. The frameworks for reflection provide different contributions to enhance students’ critical design literacy.