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dc.contributor.authorLutnæs, Eva
dc.date.accessioned2024-11-26T09:26:32Z
dc.date.available2024-11-26T09:26:32Z
dc.date.created2024-11-05T10:13:02Z
dc.date.issued2024
dc.identifier.issn1890-9515
dc.identifier.urihttps://hdl.handle.net/11250/3166513
dc.description.abstractThis paper addresses one of the challenges presented in the call for the October 2022 symposium prior to this special issue: How would we expect design literacy (knowledge) to be demonstrated by non-designers? The study focuses on Norwegian pupils aged 15–16 years who were tasked with designing shared-living spaces for an ecovillage, aiming to encourage mixed use, inclusive social interaction, and a reduction in the carbon footprint. The study explores the level of critical design literacy demonstrated in 55 digital submissions from the pupils. The results indicate that the pupils are more proficient in expressing and discussing aspects of social sustainability than they are at addressing environmental sustainability. The paper concludes by discussing how teachers might structure projects to encourage pupils to engage more deeply in transformative design practices.en_US
dc.language.isoengen_US
dc.rightsAttribution-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/deed.no*
dc.titleLocating critical design literacy: Review of lower secondary pupils’ submissions for an ecovillage.en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doi10.7577/formakademisk.5761
dc.identifier.cristin2317751
dc.source.journalFormAkademisk - Forskningstidsskriftet for design og designdidaktikken_US
dc.source.volume16en_US
dc.source.issue5en_US


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Attribution-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NoDerivatives 4.0 Internasjonal