Theories, methodologies, frameworks, and scholarship have been built around information literacy and libraries worldwide for over fifteen years. In academic libraries, information literacy experiences traditionally include instruction sessions and classes, activities in library learning spaces, and interactions with librarians. Often overlooked but equally as important to augmenting the student experience is employment in academic libraries and its relationship to information literacy in the workplace. This is particularly true with regards to the contribution of special collections and archives, as most scholarship associated with information literacy and special collections has been focused on instruction and teaching with primary sources.
There has been an increasing focus on student-generated multimedia assessment as a way of introducing the benefits of both visual literacy and peer-mediated learning into university courses. One such assessment was offered to first-year health science students but, contrary to expectations, led to poorer performance in their end-of-semester examinations. Following an analysis, the assignment was redesigned to offer students a choice of either a group-based animation task or an individual written task.
The focus of this discussion revolved around a project conducted in an introductory college course on business statistics. Students used statistics to analyze e-voting data and learned how to visually represent their analysis. Students were introduced to infographic software and visual literacy competencies. Working in small groups, students used infographic software to develop visual analyses. The instructor and librarian instructor established a rubric for students as a framework for their visual representation. Students developed and demonstrated knowledge in all seven skill areas defined in the Visual Literacy Competency Standards for Higher Education
It is essential for the 21st-century generation of students to be equipped with proficient visual skills and the need to use visual methods for teaching design in architectural undergraduate studies cannot be overemphasized. Photographs are used for analytic illustrations and case study presentations mainly in architecture. However, utilizing photographs as a visual reference tool will build a better prospect for students to enhance their creative thinking and design concepts.
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 June 2014, the dean of libraries at the University of Maryland announced the libraries’ plan to close the architecture branch library over the summer due to permanent budget cuts that had been handed down from the state of Maryland. After many e-mail messages, a petition, phone calls, and letters, the dean of libraries gave the School of Architecture, Planning and Preservation a reprieve of one semester to come up with some creative alternatives to closing. This article explores the process from announced closing to task force report and final decision.
This study examined how hands-on work with original primary materials affects students’ information literacy and critical thinking skills. The project team developed rubrics to evaluate document analyses from before and after student time in special collections. Most scores did not vary significantly between the pre- and posttests, although students’ ability to analyze the materiality of documents did improve. They also examined papers from classes that had and had not used special collections against the Association of American Colleges and Universities’ information literacy rubric and found no significant differences. The authors hope this project will serve as a pilot for future assessment of student learning in special collections.
Expanding upon my poster titled “Art Instead of Just Images: Training Students to See Beyond the Screen” presented at the 2016 ARLIS/NA + VRA Third Joint Conference in Seattle, I detail the current journey of my project to create a practical guide for student employees to understand and manipulate images of art.
The university archives are so often the domain of “dusty historians” or serve as a source for nostalgia to encourage potential donors. As any archivist will tell you, however, these collections are cabinets of curiosity for the 21st century, containing ephemera and visual material that span the course of the institution. Engaging students with these collections can promote information and visual literacy objectives, as well as encourage retention by strengthening personal connections to the university itself. This article explores two assignments designed for studio art students using the archival resources at Oakland University in Rochester, Michigan, and describes their results.
Visual literacy is a critical skill that enables individuals to navigate the world of visual media. While research shows multiple benefits of introducing visual literacy early in life, there is a scarcity of visual literacy programs for young children. In an effort to advance development of visual literacy programs for children, we explored techniques for engaging young children in visual literacy instruction using artworks. Our paper reports preliminary study findings and recommendations and outlines directions for future work.
This paper reports on a study that examined the development of pedagogical methods for increasing the visual literacy skills of a group of library and information science students. Through a series of three assignments, students were asked to provide descriptive information for a set of historical photographs and record reflections on their experiences via blog posts.
This research investigates how well video digital libraries and catalogues used in academic libraries meet user expectations. This is in the context of increasing use and demand for online audiovisual content by the wider community, as well as growing use of audiovisual materials for teaching, learning, and research at academic institutions. It also aims to give an understanding of how well libraries are meeting the challenges of delivering audiovisual materials to users in an on-demand world.
Word clouds, created by a variety of web applications, are enticing new tools for some social studies educators. Teachers should be prepared, though, for the possibility that our zeal for a new resource may prevent us from adequately examining its value. This article recounts a class activity involving the creation of a word cloud, the Wordles of major documents from the U.S. Civil Rights Movement, analyzes the lesson’s strengths and weaknesses, and offers guidance for the meaningful use of word cloud applications in the classroom.