Abstract
Traditional pedagogical systems, especially in the Western world, are predominantly still based on the acquisition of certain fundamental skills that are summarised by the concepts of 'literacy', 'articulacy' and 'numeracy'. Even the study tools and media are still deeply connected with instruments such as 'reading machines' i.e books in a system strongly based on the textual and writwten form of transmission/acquisition of learning contents. In recent years, also with the emergence of specific conditions and learning diversities – dyslexia, dysgraphia, dyscalculia, attention deficits, etc. – and under the impact of the experience of distance learning over the last two years, new teaching methods have been experimented and adopted as an integral part of the teaching models. 'Graphicacy' is one of the emerging phenomena, i.e the learned ability and competence, like the other language-verbal and mathematical skills, to understand and interpret, as well as to use the graphic forms of visual language as an expressive mean.
Furthermore, in many cases of different educational needs alternative tools or digital media are often used as-supplementary or supportive tools for the study and learning process, including audio-books, concept maps or interactive applications. In the case of concept maps, in particular, which have their roots in Ausubel’s research on meaningful learning, started in the 1970s, and in the subsequent spatial-visual interpretations of Novak and Gowin (1984), they are adopted in Italian schools as functional supports, especially in the case of dyslexia, attention deficit and/or hyperactivity disorder (ADHD) and in other cases of neurodiversity. Many of these tools, however, are developed from the theoretical construction of concept maps based on nodes and connections qualified to show connections between concepts and develop knowledge through associations – but without particular attention to or knowledge of the basic principles of the visual language – they adopt as an expressive and visualisation tool.
The paper critically reflects on the topic and introduces the possible contribution of visual design according to a hybrid and transdisciplinary perspective by
a) mapping significant case studies and best practices in the field, clustering them and analysing them according to comparable criteria (Polillo, 2003)
b) systematising topological and graphic structures and comparing them with graphical tools & platforms aimed to infographic and datavisualization
c) proposing guidelines and heuristics (Norman, 2012) for non-designers – namely teachers and students – in the light of the skills and knowledge embodied in the design culture and the concept of graphicacy and visual literacy.