The Conceptual as Visual: Using Visual Reinforcement to Make Research Processes Explicit

Author:

Manuell Romany

Publisher

Springer Singapore

Reference19 articles.

1. Arnold, J. (2012). Practice led research: Creative activity, academic debate, and intellectual rigour. Higher Education Studies, 2(2), 9–24.

2. Bennett, H. (2006). Bringing the studio into the library: Addressing the research needs of studio art and architecture students. Art Documentation: Journal of the Art Libraries Society of North America, 25(1), 38–42.

3. Charles, L.H. (2018). In service to Rutgers University Libraries’ instruction program: LIS students gain instruction experience through a mutually beneficial collaboration. In T. McDevitt & C.P. Finegan (Eds.), Library service and learning: Empowering students, inspiring social responsibility and building community connections. Chicago: Association of College and Research Libraries.

4. Hall, D. W. (1996). Computer-based animations in large-enrolment lectures: Visual reinforcement of biological concepts. Journal of College Science Teaching, 25(6), 421–425.

5. Harper, F., Green, H., & Fernandez-Toro, M. (2018). Using screencasts in the teaching of modern languages: Investigating the use of Jing® in feedback on written assignments. Language Learning Journal, 46(3), 277–292. https://doi.org/10.1080/09571736.2015.1061586

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