The term ‘metaliteracy’ is still a relatively new concept since being introduced into the library and information science literature as a ‘framework that integrates emerging technologies and unifies multiple literacy types’ (Jacobsen and Mackey, 2011, 62). It is therefore still a fairly recent addition to the parlance surrounding library instruction and teaching and learning practice, which this chapter will attempt to expand on.
How do artists, designers, architects and craftspeople seek and deploy information in support of their practice? It is a question that is of central importance to the learning and teaching that art libraries provide, yet one that has also been subject to much debate within the historical and contemporary literature. An attentive reading of this literature reveals three fundamental metanarratives, each underpinned by a particular epistemology, and it is these narratives that have then informed how institutions construct, embed and assess the teaching of information skills to their readers.
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.
Visual literacy, the ability to interpret, analyse and create visual material, is an increasingly crucial skill for today’s graduates. However, this importance has not yet led to its teaching being widely introduced into the third-level curriculum. This study uses a constructivist and social constructivist approach to introduce a visual literacy element to a business curriculum.
An activity involving analysis of art in biology courses was designed with the goals of piquing undergraduates’ curiosity, broadening the ways in which college students meaningfully engage with course content and concepts, and developing aspects of students’ higher-level thinking skills, such as analysis, synthesis, and evaluation. To meet these learning outcomes, the activity had three key components: preparatory readings, firsthand visual analysis of art during a visit to an art museum, and communication of the analysis.
The authors consider an approach to visual literacy instruction that is rooted in the philosophies and practices of critical librarianship and feminist pedagogy. They explore the extent and limitations of existing standards, frameworks, and pedagogical models to support an idea of critical visual literacy, particularly in the context of art and design schools and creative career-focused institutions. By examining practices and examples from other disciplines, the authors identify strategies for teaching critical visual literacy in context. These pedagogical models inform the design and revision of two workshops for art and design students.
The origins and history of Visual literacy (VL) are summarized in this article, from the 1960s writings of John L. Debes, Marshall McLuhan and others of the Rochester School, to the influence of the Internet in the 2000s. ERIC and Google Scholar searches are used to analyse the evolution of its literature over time.
This article discusses the potential and challenges of teaching a second‐semester German class with Simon Schwartz’s graphic novel drüben! (2009) alongside a traditional textbook. While the class explored linguistic, literary, and cultural‐historical aspects of drüben!, a GDR‐themed family memoir, the focus here is on those pedagogical interventions which dealt with the training of visual literacy.
For generations, and perhaps since the inception of the motion picture industry, teachers of history have recognized the utility of incorporating Hollywood, or commercial, film productions into their classrooms as a visual stimulus.
The purpose of this exploratory, sequential, mixed methods design research was to explore current design trends and patterns in mobile application icons by analyzing existing icon elements and principles of design.
The twenty-first century hosts a well-established global economy, where leaders are required to have increasingly complex skills that include creativity, innovation, vision, relatability, critical thinking and well-honed communications methods. The experience gained by learning to be visually literate includes the ability to see, observe, analyze, describe and interpret-leading to honing critical thinking skills, visual communications, problem-solving and the ability to articulate your thoughts both verbally and visually. This qualitative research explores the potential benefits to leaders in being visually literate.
Movies are an authentic and motivating resource for language instruction. They are also often viewed as a pacifier or a piece of candy in the classroom. This capstone aims to address the best practices for incorporating film into the English as a Foreign Language (EFL) classroom in order to teach critical 21st century skills such as visual literacy. A series of content-based lessons have been designed to promote critical thinking skills while simultaneously developing film and media literacy. This five-unit curriculum contains a series of edited film clips, PowerPoint slides, and supporting documents for EFL professionals who are looking to incorporate new literacies into their classrooms.
Sequential art is a unique storytelling medium that combines visuals and content in a deliberate, specific delivery in order to engage audiences on emotional and cognitive levels. Consequently, graphic novels, comics, and comix are a rich educational medium for undergraduate credit instruction in academic libraries, precisely because this alternative delivery of content can effectively educate many learning styles. This article documents the development and implementation of an undergraduate, upper division credit-bearing course in an academic library that examined multiple types of literacy through the medium, with commentary on instructional strategies for other academic librarians and professors.
Focusing on academic libraries and librarians who are extending the boundaries of e-learning, this collection of essays presents new ways of using information and communication technologies to create learning experiences for a variety of user communities. Essays feature e-learning projects involving MOOCs (massive open online courses), augmented reality, chatbots and other innovative applications. Contributors describe the process of project development, from determination of need, to exploration of tools, project design and user assessment.
The purpose of this paper is to understand young children’s knowledge of visual literacy elements as well as their ability to comprehend newly introduced visual literacy concepts. The study also examined existing support for visual literacy programs from parents and educators. The study explored the knowledge of basic visual literacy elements of young children enrolled in two private schools in the New York City metropolitan area.
Chen adopts an intercultural perspective in her Shakespeare classes and online courses. She emphasizes collaborative activities and student participation, while drawing extensively from manga and Taiwanese Shakespearean productions housed in the Taiwan Shakespeare Database.
Images are produced, used and distributed on an enormous scale. However, the skills of understanding, interpreting and using images as well as thinking and learning in terms of images are taken for granted, and thus, they are not sufficiently taught and developed, especially in higher education. The need for introducing visual literacy into the curriculum was identified in late 1960s, but no concrete guidelines have followed. This study proposes to apply interpretation of journalistic photographs as an instrument of visual literacy education. The main focus is on the image interpretation process and the kinds of meanings viewers apply to a photograph in the interpretation process. In each of the four articles included in this study, a model or approach to photography interpretation is proposed.
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.
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.