Virtual Reality as a Vehicle for Reimagining Creative Literacies, Research and Pedagogical Space

Authors

  • Tashya Orasi Lakehead University
  • Pauline Sameshima Lakehead University

DOI:

https://doi.org/10.33423/jhetp.v22i1.4973

Keywords:

higher education, creative literacy, pedagogical space, virtual reality, multiliteracies, parallaxic praxis

Abstract

In recent years, virtual reality technologies have become increasingly accessible; and in educational contexts, this technology has the potential to expand the literacy of creativity and provide re-orientations for pedagogical thinking and meaning making. Using the Parallaxic Praxis methodology (Sameshima et al., 2019) to generate data understandings in a research project exploring teacher creativity, artistresearchers used Google Tilt Brush to investigate: How do entanglements of language, literacy and VR alter the pedagogical space of creativity? How is creativity enabled in VR? And, what does this dynamic pedagogical space offer to educators? Pedagogical sites of learning from the virtual renderings generated new perspectives to examine the intersections of creative agency, literacy and expression, learning spaces and research design—all of which are increasingly important as educational practises evolve in the wake of the COVID-19 pandemic.

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Published

2022-02-10

How to Cite

Orasi, T., & Sameshima, P. (2022). Virtual Reality as a Vehicle for Reimagining Creative Literacies, Research and Pedagogical Space. Journal of Higher Education Theory and Practice, 22(1). https://doi.org/10.33423/jhetp.v22i1.4973

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Section

Articles