An authentic constructionist approach to student’s visualisation of the law

Visual approaches to learning the law are often limited to materials designed or used by academics in the form of  art, powerpoints, maps, diagrams, pictures, film, flowcharts, cartoons, digital flashcards, video narratives,  computer-based education, branching games and simulations. Developing visual digital literacy in students goes well beyond passive viewing and should involve students creating visual materials. Digital literacy is a subset of media literacy, which has been defined as the ability to access, analyse, evaluate and create messages in a variety of forms: Rende Hobbs, 'The Seven Great Debates in the Media Literacy Movement' (1998) 48 Journal of Communication 16.