Break the Stereotype! Critical Visual Literacy in Art and Design Librarianship

Grimm, Stephanie; Meeks, Amanda

doi:10.1086/694238

Cited by 7 publications

(3 citation statements)

References 11 publications

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“…Visual literacy is based on the idea of pictures that can be read and the meaning can be communicated through a reading process. Visual literacy involves making judgments of the accuracy, validity, and trustworthiness of visual images (Serafini, 2017;Basal et al, 2016;Grimm & Meeks, 2017;Wallace, 2017). The interaction between images and text in multimedia is an important component in understanding increasingly complex information.…”

Section: Rq2: What Are the Benefits Of Dgn?mentioning

confidence: 99%

Exploring the Aesthetic Values and Components of Digital Graphic Novels: A Systematic Review

Ali

Husni

2022

jcisc

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The digital graphic novel (DGN) is a comic book evolution that tells stories in a range of genres. Due to its benefits, DGN has gained a reputation over the years. This paper explores the theoretical parts of DGNs that make them valuable resources for research and infor-mation, identifies the benefits for designers, researchers, and DGN readers. Nonetheless, this study focuses on the aesthetic values and components in designing appealing DGNs. A systematic literature review has been performed on 128 sources. In general, findings from this review have classified five benefits of DGN that impact the educational areas; DGN can encourage learners to read, able to improve critical thinking, serve as a new dimension of learning, build visualliteracy, and able to give positive values in learning. This study sum-marizes the current literature and identified six aesthetic elements and fourteen components that affect the design of DGNs. This study presented a research outline with several oppor-tunities for researchers and practitioners to explore aesthetic values.

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Section: Rq2: What Are the Benefits Of Dgn?mentioning

confidence: 99%

Exploring the Aesthetic Values and Components of Digital Graphic Novels: A Systematic Review

Ali

Husni

2022

jcisc

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“…The third theme is the emergence of critical visual literacy into instruction by academic librarians willing to take the plunge into this still somewhat unchartered area. Instruction based upon the standards is helpful, but as Grimm and Meeks (2017) pointed out, "the focus on specific outcomes, presented as bite-sized pieces that can be taught apart from one another, obscures the potential intersections and synthesis of some of these larger ideas" (p. 177). This includes the philosophical shifts in library instruction brought about by the Framework, and the growing interest in critical information literacy that inform their instruction.…”

Section: Visual Literacymentioning

confidence: 99%

Visual Encounters with the Past: Teaching Visual Literacy to Enhance Historical and Cultural Understanding

Keeran¹,

Crowe²,

Bowers³

2021

Visual Literacy in the Virtual Realm: The Book of Selected Readings 2021

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At the University of Denver, the reference librarians and special collections curator have developed strategies to incorporate visual literacy into instructional sessions across multiple disciplines. In this chapter, we will discuss our collaborations with faculty in anthropology and in history to help students interpret tangible and digital archival visual information that will inform their understanding of historical contexts and meet learning outcomes in two classes: “Native American Resistance in the Digital Age” and “World War I.” Whenever we partner with faculty to include visual literacy in non-arts courses, we start with course outcomes and work with the faculty to determine how the incorporation of visual literacy can help reach those goals. Our process is iterative, practice based, flexible, and ever evolving. This chapter will provide practical strategies that educators can use to implement this type of collaboration at their own institutions.

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“…At its core, practicing feminist pedagogy boils down to being an excellent facilitator of dialogue and group discussion (Accardi, 2013;Couture & Ladenson, 2017;Grimm & Meeks, 2017;Hackney et al, 2018;Lai & Lu, 2009;Maher and Tetreault, 2001;Tewell, 2018;Wallis, 2016). The ideal feminist pedagogue steers the conversation with a gentle touch, asking prompting questions when necessary, to move the dialogue along without implicating oneself too much in it.…”

Section: Dialogue Facilitationmentioning

confidence: 99%

Undercover Feminist Pedagogy in Information Literacy: A Literature Review

Kingsland¹

2020

EBLIP

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Objective – Feminist pedagogy in library instruction presents a new approach to actively engaging students in the research process. While feminist pedagogy in universities found early adoption in the 1970s, it is a newer phenomenon in library instruction, finding its early roots in works by Ladenson (2010), Accardi (2010), and Accardi and Vukovic (2013). By fostering active engagement and critical thinking skills, feminist library instruction sessions encourage students to question authority, actively participate in the knowledge production process, and become aware of their power and information privilege as they navigate increasingly complex information environments. At its core, this specific pedagogical approach subverts traditional classroom dynamics by focusing on diversity and inclusion. This literature review demonstrates how feminist pedagogy is currently being practiced in academic library information literacy sessions and how students can be assessed in a feminist manner. Methods – Practitioners of feminist pedagogy draw on techniques and methodologies designed to emphasize and value different experiences, such as cooperative learning, collaborative learning, inquiry-based learning, and inquiry-guided learning. These techniques and methodologies are used to develop students’ information literacy skills, to take ownership of the research process, and to stimulate critical inquiry. For the literature review, the following databases were searched: Education Resources Information Center (ERIC) on the ProQuest platform; Library & Information Science Abstracts (LISA); Library, Information Science & Technology Abstracts (LISTA); Scopus; and Web of Science Core Collection. Hand searching in WorldCat, as well as cited reference searching and bibliography mining, were also conducted. The searches were run between November 2018 and April 2019, followed by a second round in July 2019 based on participant feedback from the 2019 EBLIP10 conference. Case studies, books, book chapters, literature reviews, research papers, interviews, surveys, and papers based on statistical and qualitative analysis were consulted. Results – While some librarians may lack familiarity with feminist theory, feminism writ large influences academic librarians’ professional practice (Schroeder & Hollister, 2014). Librarians can incorporate feminist pedagogy into their practice and assessment in many concrete ways. However, librarians who focus on feminist pedagogy may face obstacles in their teaching, which may explain why publications on feminist pedagogical discourse within library and information studies have emerged only within the last decade (Fritch, 2018; Hackney et al., 2018). The most common challenge feminist librarians face is the restrictive nature of the standalone, one-shot information literacy session. Moreover, there is much room for improvement in library and information studies programs to introduce students to the theory and practice of feminist pedagogy. Conclusion – This paper highlights examples of feminist methods librarians can put into practice in their information literacy sessions and ways in which students can be assessed in a feminist manner. The literature demonstrates that feminist pedagogy has been successfully implemented for decades in universities. By comparison, practicing feminist pedagogy at the library instruction level is a relatively new area of focus within the profession. Hopefully, this growing trend will lead to more evidence based literature in the near future.

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Break the Stereotype! Critical Visual Literacy in Art and Design Librarianship

Cited by 7 publications

References 11 publications

Exploring the Aesthetic Values and Components of Digital Graphic Novels: A Systematic Review

Exploring the Aesthetic Values and Components of Digital Graphic Novels: A Systematic Review

Visual Encounters with the Past: Teaching Visual Literacy to Enhance Historical and Cultural Understanding

Undercover Feminist Pedagogy in Information Literacy: A Literature Review

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