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

Meeks, Amanda

doi:10.1017/alj.2017.9

Cited by 8 publications

(11 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…(2020b), in their comprehensive review on digital literacy, state that the first literacy associated with digital literacy is visual literacy, which is seeing, interpreting, and communicating information to others. Researchers have defined visual literacy as a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media (Kedra, 2018;Meeks, 2017). To add on, Hamaguchi, Nematollahi & Minter.…”

Section: Digital Literacy and Its Componentsmentioning

confidence: 99%

Talismans of Digital Literacy: A Statistical Overview

Reddy

Chaudhary

Sharma

et al. 2022

EJEL

View full text Add to dashboard Cite

The individuals living in the 21st century have become the consumers of digital innovations and have to adapt, adopt and adapt to the new norm of surviving and thriving in the digital society. Familiarity with the latest technologies is not the only requirement for survival. One also needs to have relevant digital competencies to complete tasks with optimized outputs and efficiently deal with the chain of digital changes. The current study introduces the South Pacific digital literacy framework (SPDLF) driven by 6 essential literacies and sixty attributes. The study intends to provide a three-stage statistical validation for the South Pacific digital literacy framework. The three stages of validation include;(1) evaluating the strongest predictors of digital literacy from the six literacies in the SPDLF, (2) evaluating the significant predictors of each of the six literacies and (3) evaluating the significant attributes from a total of sixty attributes in the SPDLF. The results show that all attributes in the SPDLF are statistically significant, therefore, all attributes are significant contributors to digital literacy in the South Pacific digital literacy framework.

show abstract

Section: Digital Literacy and Its Componentsmentioning

confidence: 99%

Talismans of Digital Literacy: A Statistical Overview

Reddy

Chaudhary

Sharma

et al. 2022

EJEL

View full text Add to dashboard Cite

show abstract

“…Our interest is in the analysis of visual primary sources rather than in image creation, although we do collaborate with faculty who have their students create knowledge through exhibits. Even as the task force is aligning the standards with the framework, Meeks (2017) examined ways in which the standards and the ACRL Framework for Information Literacy in Higher Education could be used to situate visual literacy within information literacy. Although she works primarily with those in arts and design, she advocates for visual arts librarians to take the lead and "help guide the development of the habits of mind needed to understand and thoroughly teach visual literacy across the library profession" (Meeks, 2017, p. 194).…”

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

View full text Add to dashboard Cite

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.

show abstract

“…Stories are also part of information literacy and course design. Meeks (2017) states that "information design has a strong role in media production, visual culture, and a unique ability to tell stories" (p. 91). If visual information can produce narratives, then they should also be able to inspire narratives.…”

Section: Framing the Class With General Education Learning Outcomes And Visual Imagesmentioning

confidence: 99%

Socially responsible pedagogy: critical information literacy and art

Beatty¹,

Hernandez²

2019

RSR

View full text Add to dashboard Cite

Purpose The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy. Design/methodology/approach At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course. Findings Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course. Research limitations/implications Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics. Practical implications The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes. Social implications This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations. Originality/value While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.

show abstract

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

Cited by 8 publications

References 9 publications

Talismans of Digital Literacy: A Statistical Overview

Talismans of Digital Literacy: A Statistical Overview

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

Socially responsible pedagogy: critical information literacy and art

Contact Info

Product

Resources

About