Visual information literacy via visual means: three heuristics

Harris, Benjamin R.

doi:10.1108/00907320610669452

Cited by 16 publications

(16 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Benjamin R. Harris advocates for the integration of visual literacy and information literacy instruction and offers a number of practical suggestions for incorporating visual literacy into library sessions. 22 Molly J. Schoen discusses a range of skills that can be taught in one-shot library instruction sessions, such as finding trustworthy sources, evaluating the content and quality of images, examining manipulated images, understanding the implications of copyright, storing digital images, and managing citations. 23 Research evaluating students' visual literacy skills is still limited, though some classroom case studies include assessment components.…”

Section: Literature Reviewmentioning

confidence: 99%

Visual Literacy in Practice: Use of Images in Students’ Academic Work

Matusiak¹,

Heinbach²,

Harper³

et al. 2019

C&RL

View full text Add to dashboard Cite

Digital technology has changed the way in which students use visual materials in academic work and has increased the importance of visual literacy skills. This paper reports the findings of a research project examining undergraduate and graduate students' visual literacy skills and use of images in the context of academic work. The study explored types of visual resources used, the role that images play in academic papers and presentations, and the ways students select, evaluate, and process images. The findings of the study indicate that students lack skills in selecting, evaluating, and using images. Students use a range of visual resources in their presentations but rarely use images in papers.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Visual Literacy in Practice: Use of Images in Students’ Academic Work

Matusiak¹,

Heinbach²,

Harper³

et al. 2019

C&RL

View full text Add to dashboard Cite

show abstract

“…When the spread of information exchange to the more simple form, it makes it difficult to interpret to the audience in all the information disseminated (Potter, 2011). This view was concurring by Harris (2006) who gives the view that the visual is the most important element in communication systems since the beginning. He added that people communicate with each other by using the visual before they developed and civilized.…”

Section: Introductionmentioning

confidence: 92%

“…Using visual presentations has grown in tandem with technological developments. Starting from a variety of visual painted on cave walls to the visual changes that are emitted through the television and computer (Harris, 2006).…”

Section: Introductionmentioning

confidence: 99%

New Audience Message Absorption via Audio Visual Technology

Salman¹,

Pawanteh

Mustaffa³

et al. 2013

ASS

View full text Add to dashboard Cite

The diversity of audio visual technology has its own effect to audience to obtain message through formal and informal education. Arguably, having acquired such ability, an individual will be able to absorb various media messages. This research seeks to redefine model of audience evolution that proposed by The Donald McGannon Communication Research Center of new audiences by adding an audio visual technology as a meaning-making components in the interpretation of portal web television. The concept of audio visual technology was further developed by adding conceptualization of meaning making in interpreting media messages. This research assumes that audio visual technology input can be exposed and the skills can be transferred to the respondent in a formal setting. The researcher seeks to identify the relevance of audio visual technology in raising the level and capacity of new audience absorbs message. The significance between the audio visual technology via the meaning-making components and the increasing level of new audience absorbs message. A total of 80 first-year media students from University Kebangsaan Malaysia were randomly selected to participate in the experiment. The students were divided into two respective groups, the treatment and the control. Only the treatment group was exposed to audio visual selected interactivity queues such as selected programs, comment, chat rooms and online quizzes. Both groups were later shown online portal web TV (tonton.com.my) that produced by Media Prima Group. The selection of this online portal web TV is justified in it being the first online TV portal that fixed in all Media Prima’s TV station. Findings from the experimental method discovered that students in both groups showed different levels of new audience absorbs message. Findings revealed that individual interpretation of the online portal web TV was dependent on time-binding factors such as experience, knowledge and education as well as the unique cultural conditioning of each individual. The findings of this study suggested that the audio visual technology meaning making component is the distinguishing element for model of audience evolution introduced by The Donald McGannon Communication Research Center in the absorbs message of the new audiences

show abstract

“…The need for instruction in texts that contain multiple modes of information and require active participation on the part of the reader, such as graphic novels, is perhaps greater now than ever before. Harris (2006) identifies a decline in the dominance of exclusively text-based sources of information in modern society and challenges those involved in information literacy education to address the situation in a thoughtful way: Harris does not directly identify graphic novels as a context for providing instruction that can meet the challenges of the economy he describes, but others have made this very connection. Jacobs (2007) suggests, "By situating our thinking about comics, literacy, and education within a framework that views literacy as occurring in multiple modes, we can use comics to greater effectiveness in our teaching at all levels by helping us to arm students with the criticalliteracy skills they need to negotiate diverse systems of meaning making" (p. 21).…”

Section: Why Graphic Novels?mentioning

confidence: 99%

“…The terms used by K-12 authors to categorize decoding are different than those likely to be employed in higher education to describe similar processes (i.e., critical thinking, visual literacy, and information literacy), but the underlying concepts and competencies are closely aligned. As Harris (2006) Schwarz (2006Schwarz ( & 2007 considers the act of decoding to fall under the heading of "media literacy". Aufderheide's (1993) report on the 1992 National Leadership Conference on Media Literacy describes media literacy as, "the ability of a citizen to access, analyze, and produce information for specific outcomes" (p. 6) The report also notes that the basic definition was open to some interpretation, and later refers to a "media literate person" as one who, "can decode, evaluate, analyze and produce both print and electronic media" (p. 9).…”

Section: Decoding Comics Aka Media Literacy Multimodal Literacy Imentioning

confidence: 99%

The Case for Graphic Novels

Hoover¹

2012

Comminfolit

View full text Add to dashboard Cite

Many libraries and librarians have embraced graphic novels. A number of books, articles, and presentations focus on the history of the medium and offer advice on building and maintaining collections. Few, however, give attention to the integration of graphic novels into a library's instructional efforts. This paper explores the characteristics of graphic novels that make them a valuable resource for research and information literacy instruction, identifies skills and competencies that can be taught through the study of graphic novels, and provides specific examples of how to incorporate graphic novels into instruction.

show abstract

Visual information literacy via visual means: three heuristics

Abstract: Abstract:Purpose: To offer definitions and application scenarios for three interdisciplinary heuristics designed to encourage a more holistic view of texts with the objective of raising awareness and enhancing the information literacy of student researchers.

Cited by 16 publications

References 3 publications

Visual Literacy in Practice: Use of Images in Students’ Academic Work

Visual Literacy in Practice: Use of Images in Students’ Academic Work

New Audience Message Absorption via Audio Visual Technology

The Case for Graphic Novels

Contact Info

Product

Resources

About