Teaching students to critically read digital images: a visual literacy approach using the DIG method

Thompson, Dana Statton

doi:10.1080/1051144x.2018.1564604

Cited by 12 publications

(7 citation statements)

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“…The current information environment is overwhelmingly visual, with users on primarily visual social media platforms such as TikTok, Snapchat, Instagram, and YouTube posting millions of images and hours of content every minute of the day (DOMO, 2022). Inculcating slow-looking practices (Thompson, 2019;Beene and Statton Thompson, 2022;Thompson and Beene, 2023), reflective practices, those that encourage a careful reading of an image, its original context, and associated content, will much better prepare learners for the daily glut of images that we all consume (Thompson et al, 2022). Now that generative AI tools can author texts and images, slowing down to assess information critically is more important than ever.…”

Section: Discussion: Lessons For Educatorsmentioning

confidence: 99%

When belief becomes research: conspiracist communities on the social web

Greer,

Beene

2024

Front. Commun.

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IntroductionThis article explores two QAnon subgroups that were not active during the initial phase of the movement but now epitomize how QAnon has capitalized on social media to reach more people. We examine these smaller communities through the lens of information literacy and other literacies to identify opportunities for librarians and educators.ResultsThe communities of conspiracy theorists explored here exhibit information behaviors distinct from the initial QAnon community, presenting opportunities for information professionals to employ new models of information literacy, metaliteracy, and other literacies to combat conspiracy ideation. Notable themes evidenced in both samples include an increasing religiosity affiliated with QAnon, affective states that promote conspiracy ideation, faulty hermeneutics and epistemologies, and specific literacy gaps.Methods and discussionWe must update our understanding of QAnon and its adherents' shifting priorities and behaviors. Through investigating these smaller subgroups, researchers and educators can address the evolution of the QAnon movement by teaching to literacy gaps and logical fallacies, and acknowledging the troubling emotions that undergird broader belief systems.

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Section: Discussion: Lessons For Educatorsmentioning

confidence: 99%

When belief becomes research: conspiracist communities on the social web

Greer,

Beene

2024

Front. Commun.

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“…With the ever-increasing spread of information clutter, digital communication and the rise of data infrastructures, it is now more imperative than ever to incorporate teaching methodologies aimed at conscious production that takes into account the political, economic and social impacts -i.e., the economic and social impacts of the digital economy, economic and social impacts -i.e. an ethical dimension of the project -and, on the other hand, to an evaluation of the communicative-infographic artefacts with which we are confronted on a daily basis [74] by developing a critical attitude that avoids enthusiasm for uncritical data or dataisms [75] as it is necessary to learn how to read a graph before understanding it [18], since the veracity of the information contained in a data display is never absolute, but must be critically contextualised according to the objectives of those who want to use the initial data.…”

Section: Discussionmentioning

confidence: 99%

How We Evaluate the Accessibility of an Infographic: A Pilot Study Through SUS Questionnaire

Caccamo

2023

Lecture Notes in Business Information Processing

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The present study aims to evaluate the accessibility of infographics by using the System Usability Scale (SUS) questionnaire, as well as to underline the necessity of new curricula on infographic literacy. The study was conducted on a sample of 200 participants [100 Visual Designer Graduate -100 Other Disciplines Graduated]. The participants were given a set of infographics to evaluate based on their usability and understandability. The results showed that there were significant differences in the scores based on the level of education of the participants, with higher design education levels leading to better scores. The study also highlighted the importance of developing new curricula on infographic literacy, as the current educational system does not provide enough opportunities for students to learn about infographics and their proper use. This is especially important given the increasing prevalence of infographics in various fields, from journalism to science communication. Without proper education on infographic literacy, individuals may struggle to fully understand and utilize the information presented in infographics, leading to potential misinterpretations or misunderstandings. The findings of this study have important implications for educators and practitioners alike. Educators should prioritize the development of new curricula on infographic literacy to better prepare students for the increasing prevalence of infographics in various fields. Practitioners, on the other hand, should strive to make their infographics more accessible and user-friendly, especially for individuals with lower educational backgrounds.

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“…The Digital Image Guide (DIG) Method was developed in 2018 by author Dana Statton Thompson. It was codified when published as a Teaching Idea in a special issue of the Journal of Visual Literacy in 2019 (Thompson, 2019). Thompson created the method because there did not appear to be any established criteria for evaluating digital images as information, unlike the CRAAP Test and others that existed for textual information, be it online or in print.…”

Section: The Dig Methodsmentioning

confidence: 99%

Tools, Tests, and Checklists: The Evolution and Future of Source Evaluation Frameworks

Sye¹,

Thompson

2023

JoNL

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In this article, we connect the scholarly conversations around established and emerging source evaluation frameworks such as the ABCs of website evaluation, CRAAP Test, DIG Method, RADAR approach, SIFT Method, the Proactive Evaluation approach proposed by the Project Information Literacy Team. We then explain each evaluation framework, delineating which framework is appropriate for a particular format, such as scholarly sources, online sources, image-based sources, and/or networked information sources. Lastly, we showcase the ways we have incorporated these source evaluation frameworks into our own classroom instruction and provide readers with ideas on how to do the same within their own institutional contexts.

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Teaching students to critically read digital images: a visual literacy approach using the DIG method

Cited by 12 publications

References 0 publications

When belief becomes research: conspiracist communities on the social web

When belief becomes research: conspiracist communities on the social web

How We Evaluate the Accessibility of an Infographic: A Pilot Study Through SUS Questionnaire

Tools, Tests, and Checklists: The Evolution and Future of Source Evaluation Frameworks

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