In recent times, the declaration of the prominence of the visual over other channels of communication has been persistent across several disciplines, including film studies, design, sociology, and literacy education (e.g. Bolter, 1991; Fransecky & Debes, 1972; Kress, 2005; Sartori, 1998; Messaris, 2012). It is within this loom of visuality that the concept visual literacy has been woven together throughout the twentieth century and beyond. This dissertation explores the mobilization of this concept through the last century and addresses the implications of its interdisciplinary and polysemic nature. By tracing the evolution of this term, as well as some of its correlates in English, I map the concept of “the visual as a literacy.”
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 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.
The ubiquitousness of images in the digital era highlights the importance of individuals’ visual communication skills in the 21st Century. We conducted a literature review of visual literacy initiatives in academic institutions to illustrate best practices for imparting these skills in students. The literature review identified five categories of visual literacy educational strategies in academic institutions including: the availability of instructional scaffolds, faculty’s creation of activities and assignments aimed at increasing students’ abilities to interpret and create visual images, lectures and readings that promoted visual design principles, the development of programs and courses centered on visual communication, and research initiatives that sought to identify and improve individuals’ skills in communicating visually. The latter two strategies remained especially popular in institutions outside of the United States. All of the efforts served to focus attention to the importance of visual literacy competencies in higher education.
“This paper provides a brief history of women and independent comics, tracing the medium’s development from the 1970s underground comix movement to the present day. Individual creators and their works are discussed. Guides to collecting graphic novels exist; however, the vast majority of the artists included in these guides are men. This paper fills a gap by introducing librarians to several women graphic novelists who have been overlooked thus far.”