This chapter describes our instruction efforts concerning Google Images, a specialized search engine. We were inspired to teach Google Images to an academic audience by our experiences in the Power Searching with Google MOOC, Google’s effort to improve searchers’ understanding of their platform’s capabilities, and by our academic community’s interest in finding images for coursework, presentations, publications, and other scholarly activities.
Utilizing Google Apps in library instruction can help librarians easily incorporate digital literacy into their information literacy lessons. This chapter, informed by the experiences of three Eastern Kentucky University reference and instruction librarians, covers the basic functionality of Google Apps such as Google Drive (including Google Docs, Google Forms and Google Spreadsheets), Google Groups, Google Hangouts, etc., and some possibilities and advantages for creatively employing these apps to enhance face-to-face and online library instruction, as well as to aid in assessment.
The Visual Literacy Competency Standards for Higher Education presents guidelines for educators and provides a scientific framework in which students can acquire visual literacy skills and use visual media in a critical way throughout their professional career. The Visual Literacy Competency Standards for Higher Education was composed by the American Association of College and Research Libraries (ACRL). By means of these standards, the members of the association identified the domains of visual literacy and specified what learning outcomes could enable students to acquire visual literacy skills. The present paper is a discussion of the extent to which the Visual Literacy Competency Standards for Higher Education can be met.
This article discusses visual literacy, its connection to information literacy, and its significance to scientific disciplines. It includes a case study from Washington and Lee (W&L) University that showcases how libraries can integrate visual literacy instruction into STEM courses. In the study, two W&L Library staff members partnered with one W&L visiting assistant professor of physics to transform a common assignment, the academic poster, into a digital form of visual communication. This shift resulted in a revised evaluative rubric and led to enhanced library led instruction focusing on information literacy, visual literacy, and digital literacy skills.
The role of the school librarian requires mastering numerous dynamic and pliable 21st-century literacies. Of those literacies, visual literacy is sometimes overlooked, yet appear in numerous standards at the state and national levels.
The article reports on the adoption of standards for competency in visual literacy by the American Association of College and Research Libraries in 2012 to prepare students in higher education and career guidance. Topics discussed include the analysis and communication of messages, coordination of elements for personal expression and training of students in the examination of images. Also mentioned is the access to the National Archives Tool Box for Primary Sources.
Visual literacy is a crucial skill for today’s university students and faculty. Thus, it is essential for academic librarians to have an understanding of basic issues surrounding use and discovery of images. This chapter defines visual literacy, explores potential visual needs across subject disciplines, discusses search strategies for images, describes potential roles
for academic librarians related to visual literacy, discusses ethical concerns regarding images, lists visual literacy competencies and selected resources on visual literacy, and indicates where to locate images.
Academic art museums have been developing and using pedagogic approaches that support learning in the museum for many years. As with many teaching and learning practices, these have shifted from curator-centered lecturing to visitor-centered active learning techniques. Concern for how learning in the art museum can leverage learning outside of the museum (what we here refer to as learning through the museum) is a more recent consideration taken up by museum directors, curators, university teaching and learning centers, and individual faculty members.
The University of South Africa (Unisa), is an open and distance learning institution in a developing country. Technological development provides a wide range of distance learning technologies as a means of addressing the educational needs of distance learning users. This paper reflects on the importance of visual literacy for instructional design, as well as for teaching and learning strategies used in the Department of Geography at Unisa. The reflection aims at creating new opportunities for the development of visual literacy.
This paper describes the evolution of the Cultural Image Literacy Assessment-USA©. This assessment represents an important first step in measuring image literacy within a culture. Visual literacy is an integral part of all cultures. The framework used in creating an assessment of cultural image literacy in the United States could be employed in developing measures of visual literacy for other cultures. In so doing, image literacy can be compared within and across cultures. This survey study explores the effects today’s visual environments have on knowledge levels, and more importantly, knowledge gaps. The study builds on research relating to knowledge gap theory by describing the evolution of cultural image literacy assessment and providing current levels of image literacy within the United States.
In response to the growing call for authentic learning and content creation in the information literacy setting, librarians at Emporia State University have created assignments and activities that utilize an iOS app called Comic Life to create photo comics. Students in a for-credit course created photo comics as information literacy narratives, while First Year Seminar students worked to build library guides. These activities encourage honest, meaningful reflection by students and allow them to demonstrate metaliteracy skills in an engaging and creative manner and can allow for both individual and group-created content. Students at Emporia State University have expressed high levels of satisfaction and engagement when participating in these activities.
This paper reports on a pilot study conducted at a medium–sized state university in California. An information literacy instructional method which incorporated instruction in argument analysis using both text and image-based material was used in two sections of a two unit quarter length first year information literacy course. The course was part of a first year experience cluster program that included several linked general education courses, including instruction in writing and reasoning. The information literacy course required an argument and research paper. The instruction consisted of: an analysis of an article’s argument components, a topic analysis worksheet; news photo, advertisement, political cartoon and infographic assignments, emphasizing various elements of argument and alternative perspectives. Results of the pre and post-tests and of a sampling of research papers are reported and discussed.
The University of Colorado Boulder (CU–Boulder) is known for strong programming in the sciences and a teaching faculty at the forefront of science education and reform. Librarians at CU–Boulder, in collaboration with science faculty, are challenged to improve undergraduate science education. Using rare, historic, and artistic works from Special Collections, the librarians employ active learning techniques that emphasize visual imagery to improve the quality of undergraduate learning in the sciences. This paper describes the fledgling program developed by CU–Boulder librarians to create a space for student-driven, collaborative learning using historic and visual scientific materials found in Special Collections.
In the paper the author describes the cultural and technological context of the visual literacy, coming from the specifics of the developing image culture and shaping of the information society. It shows the results of the pilot research on the Polish students in the scope of specific visual competences. The reference material for the research tasks prepared for‘”The legitimacy of visual literacy in the process of education” project was the visual literacy set (Visual Literacy Competency Standards for Higher Education, Chicago 2011) developed in academic and educational environments in the USA (The Association of College and Research Libraries, ACRL).
In the United States, archival institutions have prioritized the preservation of commercial and Hollywood cinema overlooking small-scale media production by non-professionals and independent media artists. Media arts centers, however, have played a pivotal role in the continued access, use, and preservation of materials produced by the communities that they serve. These non-profit media collectives were imagined as a distributed network of organizations supporting the production, exhibition and study of media; serving as information centers about media resources; and supporting regional preservation efforts. However, media arts centers have remained over-looked and unexplored by the archival field. This dissertation seeks to shift this balance, including these artist-run organizations as part of the network of archives and collecting institutions preserving independent media.
The author describes the recent collaboration of a special collections librarian and an art history professor at McGill University to integrate primary source material into a semester-long undergraduate course assignment and subsequent exhibition and catalog. The fourth-year art history course, Canadian Slavery and Its Legacies: A Curatorial Seminar, required students to select and prepare an exhibition catalog entry for two visual objects (prints, maps, books, plates, ephemera, objects) from within the holdings of McGill Rare Books and Special Collections. Through in-class visits and individual consultation, the librarian guided students in navigating special collections for the first time, thus easing feelings of “archival anxiety” and illustrating the role of special collections in academic research.
Mini-documentary video projects are short factual videos that can be created by students. The mini-documentary video is generally suitable for entry level skill sets and online distribution. Multiple interrelated competencies can be attained while researching a topic, collecting media assets, recording original content, composing, editing, and producing a mini-documentary video project. This paper outlines a conceptual framework for learning through mini-documentary production, which is based on experiences working with adult students in an online course featuring video editing for YouTube. Three interrelated areas where learning can occur are discussed: (1) visual and media literacy, (2) copyright and fair use, and (3) educational video design. Strategies that have worked in past iterations of the course are described as well as problems or issues to be aware of prior to implementing projects like this in the classroom.
Visual culture is becoming an increasingly prominent part of our cultural identity in the 21st century. Consequently, images have become an important tool with which to communicate science. We identify two impediments to science communicators using visual elements effectively: (1) visual material is typically treated as an add-on instead of being an integrated part of the whole and (2) there is a lack of identifying target audiences and refining visual elements for them specifically. We argue that science communicators can become more effective visual communicators if they incorporate elements of theory and practice from the discipline of design.
An architect’s education requires a broad mastery of visual skills. Particularly in design courses, students must demonstrate the skills necessary for the use and production of images to achieve a competitive academic performance. However, the development of these skills in students and the evaluation of their work by faculty members are based mostly on subjective criteria supported by the faculty’s experience. The research used digital photography as an object of research to understand the processes of learning in architectural design. The results help to establish new educational strategies for the development of visual skills to be used during the design process. The collaboration between faculty members and librarians of the School of Architecture at the University of Puerto Rico presented new partnerships that have enriched the planning process of different pedagogical activities for the advancement of knowledge with the development of visual literacy skills in students.
Visual producers have a deep and inseparable relationship with the institutionalisation and development of archaeological practice. Their role in articulating concepts, circulating knowledge, refining interpretations, and publicising sites, finds and features – indeed demarcating those sites/finds/features in the first instance – is hardly a point for contention today.