Blurring borders, visualizing connections

Harris, Benjamin R.

doi:10.1108/00907321011090700

Cited by 21 publications

(5 citation statements)

References 6 publications

(5 reference statements)

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“…Visual literacy is viewed as a vital literacy, whether taught by the school or by the library (Avgerinou, 2009; Harris, 2010; Hattwig et al , 2013; Spalter and Van Dam, 2008; Thomas et al , 2007). The Association of College and Research Libraries (2011) has a set of proficiencies for visual literacy in higher education, the ACRL Visual Literacy Competency Standards for Higher Education .…”

Section: Literature Reviewmentioning

confidence: 99%

Supporting multimodal literacy in library instruction

Carlito

2018

RSR

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Purpose Students interact with information in many ways throughout the day, code switching between modes depending on their needs. Educators are finally realizing that composing in more than one mode is not only important, but also necessary. The purpose of this study is to examine the role of the academic library, the ACRL Framework and information literacy instruction in creating ethical, inspired users. Design/methodology/approach This paper looks at previously published work on multimodal discourse, how libraries have supported modes in the past and how the ACRL Information Literacy Framework highlights the need to teach students and faculty how to compose in many modes. Findings Librarians are already well-versed in many literacies, including information, visual and media. They are familiar with multimodal tools and the ethical issues related to the use of images, videos and sound files. While professors are proficient in subject matter, librarians are experts in the paradigm shift from print to multiple modes; therefore, by teaching faculty and students to locate, evaluate, use ethically and cite various modes, librarians become the primary resource on campus for creating multimodal artifacts. The strata used by Kress and Van Leeuwen, coupled with the ACRL Framework, are a model for future instructional design. Originality/value While much has been written on visual literacy, little is written on library support of multimodal discourse or combining several modes in one argument. This paper is alone in reviewing the past support of multimodal literacy in libraries and gives some sample activities for use in the academic library.

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Section: Literature Reviewmentioning

confidence: 99%

Supporting multimodal literacy in library instruction

Carlito

2018

RSR

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“…Scholars in visual literacy have often selected specific components of different disciplines that support their own theories and definitions, which has contributed to the lack of a single coherent theory for visual literacy [6]. This lack of coherent theory, and thus an agreed upon definition, for visual literacy impacts research; forming a consistently accepted definition would help to advance research within the field [6] - [8]. However, it is widely accepted that traditional definitions of literacy that focus solely on the reading and writing of text-based media are now insufficient [4], [8] - [10].…”

Section: Defining Visual Literacymentioning

confidence: 99%

“…This lack of coherent theory, and thus an agreed upon definition, for visual literacy impacts research; forming a consistently accepted definition would help to advance research within the field [6] - [8]. However, it is widely accepted that traditional definitions of literacy that focus solely on the reading and writing of text-based media are now insufficient [4], [8] - [10].…”

Section: Defining Visual Literacymentioning

confidence: 99%

“…There is much overlap between visual literacy and other areas, such as digital technology and digital literacy [16]. Information literacy has also been used as a means for encompassing skills related to visual literacy [8], [16].…”

Section: Defining Visual Literacymentioning

confidence: 99%

“…The Visual Literacy Standards provide a framework for teaching visual literacy skills from an information literacy perspective and highlight the expanding role of librarians and educators in supporting student development in digital age literacy skills. There is much overlap between information literacy and visual literacy as the evaluation and use of visual information has grown within research processes [8]. However, the Visual Literacy Standards allow for more specific focus on skills necessary for evaluating, analyzing, using, and producing visual materials.…”

Section: Learning Standards For the Digital Agementioning

confidence: 99%

See 2 more Smart Citations

Board 82: Visual Literacy in Mechanical Engineering Design: A Practical Approach to Assessment and Methods to Enhance Instruction

Keller¹,

Robinson²,

Ault³

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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is the Instructional Designer for Worcester Polytechnic Institute. Her primary role involves partnering with teaching faculty to create and develop courses in the online, blended, and face-to-face environments. Caitlin serves as the designer, facilitator, and instructional design consultant for the Faculty Institute for Online Teaching program. Caitlin holds a Master of Science degree in Learning Technologies and Instructional Design from Drexel University and a Bachelor of Science degree in Chemistry from Lebanon Valley College.

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Learning to look critically: teaching and learning visual literacy in art and design librarianship

Meeks

2017

Art libr. j.

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Teaching and learning visual literacy within art and design librarianship presents several unique challenges. Librarians are better equipped than ever to meet these challenges with the help of ACRL Visual Literacy Competency Standards and the ACRL Framework for Information Literacy in Higher Education, which provides an exciting opportunity to situate visual literacy within the contextual definition of information literacy for art and design students. In mapping these two documents together the author found several ways to address the more critical components of information and visual literacy in more nuanced and meaningful ways. While art librarians have often addressed visual literacy needs to varying degrees and in creative and practical ways, a more systematic approach is needed as we move forward.

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Blurring borders, visualizing connections

Cited by 21 publications

References 6 publications

Supporting multimodal literacy in library instruction

Supporting multimodal literacy in library instruction

Board 82: Visual Literacy in Mechanical Engineering Design: A Practical Approach to Assessment and Methods to Enhance Instruction

Learning to look critically: teaching and learning visual literacy in art and design librarianship

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