Visual Literacy

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VISUAL LITERACY “Learn to see, see to learn”

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Presented by Nicole E. Brown at the Annual Conference of the Visual Resources Association, April 3rd - April 6th, 2013, in Providence, Rhode Island. Session #10: Eyes Opened: Visual Resources for Visual Literacy ORGANIZER / MODERATOR: Maureen Burns, IMAGinED Consulting PRESENTERS: Stephanie Beene, Lewis and Clark College Nicole E. Brown, NYU Libraries Maureen Burns, IMAGinED Consulting Brooke Scherer, University of Tampa With a long history of archiving and providing access to educational images in a variety of media, visual resources specialists have always been attuned to the responsible and meaningful use of images. Our facilities are often key learning spaces for educators and students seeking assistance with associated technical, legal, and aesthetic matters. With twenty-first century teaching placing such importance on visual literacy, information professionals have added instructional activities on this topic to the repertoire of services being provided. To nurture this expanded range of skills and information literacies, visual resources curators partner with instructors and librarians in classroom training activities, offer workshops in how to create meaningful content with new technological tools, and take advantage of other face-time opportunities to promote visual literacy through consultations. Better understanding the expanding base of innovative research and current visual literacy competency standards assists with the identification of functional roles and enhances the effectiveness of such instruction. What sort of content do we teach? What initial questions do we encourage students to ask? What specific research should become the primary focus? What tools might educators employ for instructing students toward adequate assessments of both preexisting and future cross-cultural visual communication? These questions will be explored starting with background information on cultural definitions, moving to pedagogical theory and the tools of evaluation, then using classroom content and projects to demonstrate how the constructs of graphic design and visual communication are shifting due to the infinite global spectrum. Various examples of how visual media are being used across the liberal arts curriculum will be explored and methods for partnering with faculty to build visual competencies discussed. Concrete ways to use image resources to deepen the integration of information literacy skills and concepts into interdisciplinary instructional situations, especially student orientations, will be demonstrated. Visual literacy standards will be examined with an emphasis on how they specifically apply to the profession and practices of visual resources. In the end, incorporating visual resources into teaching enriches learning by enlivening the classroom and deepening the understanding of core concepts through reflection. Thursday April 4, 2013 1:35pm - 2:55pm

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Presented by Ellen Petraits at the Annual Conference of the Visual Resources Association, April 3rd - April 6th, 2013, in Providence, Rhode Island. Session #13: Pedagogical Studies in Visual Literacy ORGANIZER/MODERATOR: Mark Pompelia, Rhode Island School of Design PRESENTERS: Diana Carns, University of Massachusetss Dartmouth "Constructing Meaning: Integrating Text, Images, and Critical Questioning" Ellen Petraits, Rhode Island School of Design "Visual Literacy for Visual Learners: Relating Research Skills to Haptic Skills" Kelly Smith, Lafayette College "Image Seeking and Use by Graduate History Students: Avenues to Incorporating Visual Literacy" Sarah Vornholt, University of Hawai'i at Manoa "Visualizing the Article: An Exploratory Study of Undergraduates' Educational Reactions to Images in Scholarly Articles" Following the popular Visual Literacy Case Studies session that premiered at the 2012 annual conference, this session follows that same purpose while expanding the definition of what it can mean while meeting in Providence, Rhode Island—the Creative Capital, a city that serves as a factory for and of non-traditional learners. As background: A term first coined in 1969, visual literacy, according to the Association of College and Research Libraries “Visual Literacy Competency Standards for Higher Education,” “is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture.”

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Introduction to Media and Information Literacy (Part 1) The learners will be able to… 1. describe the nature of communication and the concepts related to it (SSHS); 2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and 3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2). Topic Outline I- Introduction to Media and Information Literacy A- Communication 1. Definitions 2. Communication Models 3. How Media and Information affect Communication 4. Media Literacy, Information Literacy, Technology (Digital) Literacy

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Visual Literacy

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