Association of College and Research Libraries (ACRL)
Visual Literacy Competency Standards for Higher Education
The Visual Literacy Competency Standards for Higher Education establish an intellectual framework and structure to facilitate the development of skills and competencies required for students to engage with images in an academic environment, and critically use and produce visual media throughout their professional lives. The Standards articulate observable learning outcomes that can be taught and assessed, supporting efforts to develop measurable improvements in student visual literacy. In addition to providing tools for educators across disciplines, the Standards offer a common language for discussing student use of visual materials in academic work and beyond.
Association of College and Research Libraries (ACRL)
The Framework for Visual Literacy in Higher Education
The Association of College and Research Libraries (ACRL) groups and task forces regularly review existing literacy guidelines and standards. As a component of this revision, these groups were asked to align existing literacy standards and guidelines with the 2016 ACRL Framework for Information Literacy for Higher Education. In 2018, the Image Research Interest Group (IRIG) was charged with creating a visual literacy companion document to re-envision the 2011 ACRL Visual Literacy Competency Standards for Higher Education and the ACRL Visual Literacy Standards Task Force (VLTF) was convened for this purpose.
The Framework for Visual Literacy is not designed as a standalone document; rather it is to be used in direct discourse with the Framework for Information Literacy. Throughout the drafting process, our aim has been to create a flexible document to support a variety of users, including scholars, librarians, students, and communities of practice. To this end, we expanded the conceptual underpinnings of our four themes, and created associated knowledge practices and dispositions to address a variety of educators’ and learners’ needs. We also use the phrase, “Learners who are developing their visual literacy abilities,” to signal that visual literacy requires continuous and lifelong engagement. The resulting document is a reflection of the 2016 Framework’s expanded understanding of information literacy, as well as the changing landscape of both visual information and visual communication. Ultimately, we hope that educators across the disciplines will be able to use this document as they continue to incorporate visual literacy into their curricula.
European Network for Visual Literacy (ENViL)
Common European Framework of Reference for Visual Literacy
A New Structural Model of Visual Competencies in Visual Literacy: The Revised Common European Framework of Reference for Visual Competency
European Network for Visual Literacy. (ENViL)
In this paper a new model is presented as an elaboration of the sixteen sub-competencies as presented in the CEFR-VL (Wagner & Schönau 2016). Researchers are invited to consider this new model in their research related to ENViL, in applications of the CEFR-VC in educational contexts, or in reflections on the use of competencies in curricula in the domain of visual literacy.
Toledo Museum of Art
The Art of Seeing ArtTM
The Art of Seeing Art™ is a process for looking carefully and exploring a work of art on a deeper level. Developed by the Toledo Museum of Art, The Art of Seeing Art™ is a series of six steps—Look, Observe, See, Describe, Analyze, and Interpret—that you can use when looking at any work of art in the Museum’s collection or any image in everyday life.
UNESCO
Media & Information Literacy Curriculum for Educators & Learners
This curriculum examines the competencies needed today to engage with content brought to us through numerous technologies and by countless providers. It puts a focuson informational messages within the wider flow of content. It examines the ever growing digital possibilities to receive, share and provide content. Finally, it highlights the major types of institutions providing this content — libraries, museums, media companies, and digital communications companies providing social media, messaging and search services. Why is all this important? The answers are: for sustainable development and human rights
Visual Thinking Strategies
Visual Thinking Strategies Research
Visual Thinking Strategies (VTS) is an educational non-profit that trains educators in schools, museums, and institutions of higher education to use a student-centered facilitation method to create inclusive discussions. Our intensive professional development programs provide individuals with the tools to become skilled facilitators of complex conversations. Our accessible classroom curricula are supportive of critical thinking, visual literacy, communication, and collaboration skills.