The Role of Digital Literacy in the Development of Design Literacy Skills of First-year Architecture Students
The objective of this study is to examine the effects of the “digital turn” experienced in higher education on introductory design education and the role of digital literacy in the development of design literacy skills of first-year architecture students. The study raises the following research questions: What are the implications of the growing engagement of first-year design students with digital tools/platforms for (1) reconceptualizing the notion of design, and (2) reconsidering models for design learning and knowledge production? Methodologically, this examination will dwell on the case study analysis of ARCH 101 design studio practices of 2021–2022 academic year executed in two different Bachelor of Architecture programs at Özyeğin University Department of Architecture and Middle East Technical University Department of Architecture, which we have experienced as first-year design studio tutors. The use of digital tools and platforms as both representation and generative design tools, as well as its contribution to structuring the studio organization, project submissions, and assessment practices such as weekly design crits and juries will be examined. In addition, how the development of students’ ability to use these digital tools and platforms affects their design skills will be evaluated both through student studies and the tutors’ on-site observations and reflective evaluations.