Abstract
This paper is based on on-going research into design education at several educational levels. What is said, and what is done? In the DESIGN LITERACY project, we focus on the content of a continuous design education, the transition between different educational levels – from primary education, throughout the university level – in the Norwegian educational system. Designers, decision makers, investors, and consumers hold different positions in the design process, but they all make choices that will influence our future. Design education at primary and secondary level represents both a foundation for professional design education and a prequalification for the general public’s competence for decision-making. We ask if there is a coherent connection between the different levels from primary school to university, and between the intentions and the practice. What is the reasoning behind the choices of design education of professionals? We have chosen to use the concept design literacy to address the complex matter of objectives and content in design education. The project is in its initial stages with an end focus on: What challenges need to be addressed in design education at different levels in order to boost the advancement of design literacy?
Keywords
design and society, sustainable design, education, curriculum development, design literacy
Citation
Digranes, I., and Nielsen, L. (2012) Design Literacy – From primary education to university level, in Israsena, P., Tangsantikul, J. and Durling, D. (eds.), Research: Uncertainty Contradiction Value - DRS International Conference 2012, 1-4 July, Bangkok, Thailand. https://dl.designresearchsociety.org/drs-conference-papers/drs2012/researchpapers/99
Design Literacy – From primary education to university level
This paper is based on on-going research into design education at several educational levels. What is said, and what is done? In the DESIGN LITERACY project, we focus on the content of a continuous design education, the transition between different educational levels – from primary education, throughout the university level – in the Norwegian educational system. Designers, decision makers, investors, and consumers hold different positions in the design process, but they all make choices that will influence our future. Design education at primary and secondary level represents both a foundation for professional design education and a prequalification for the general public’s competence for decision-making. We ask if there is a coherent connection between the different levels from primary school to university, and between the intentions and the practice. What is the reasoning behind the choices of design education of professionals? We have chosen to use the concept design literacy to address the complex matter of objectives and content in design education. The project is in its initial stages with an end focus on: What challenges need to be addressed in design education at different levels in order to boost the advancement of design literacy?