Visual Literacy Standards Task Force members will be speaking about the draft Standards at ACRL as part of the panel, “Projecting an Image: A Field Guide to Visual Literacy.” Hope to see you there!
Event: Projecting an Image: A Field Guide to Visual Literacy, panel session
Date: Friday, April 1, 2011
Time: 1:30-2:30 pm
Place: Room 107 a/b, Pennsylvania Convention Center
Please comment on Standard Seven. Thanks!
The visually literate student understands many of the ethical, legal, social, and economic issues surrounding the creation and use of images and visual media, and accesses and uses visual materials ethically.
1. The visually literate student understands many of the ethical, legal, social, and economic issues surrounding images and visual media.
a. Develops familiarity with intellectual property, copyright, and fair use as they apply to image content
b. Develops familiarity with how licenses prescribe appropriate image use
c. Recognizes own intellectual property rights as image creators
d. Identifies issues of privacy, ethics, and safety involved with using and sharing personally created images
e. Explores issues surrounding image censorship
2. The visually literate student follows ethical and legal best practices when accessing, using, and creating images
a. Identifies institutional (e.g., museums, educational institutions) policies on access to image resources, and follows legal and ethical best practices
b. Tracks copyright and use restrictions when images are reproduced, altered, converted to different formats, or disseminated to new contexts
c. States rights and attribution information when disseminating personally created images
3. The visually literate student acknowledges image creators and sources in projects and presentations.
a. Gives attribution to image creators and sources, and clearly posts credit statements
b. Cites images by selecting and consistently using an appropriate documentation style
Please let us know what you think of Standard Six – Thank you!
The visually literate student designs and creates meaningful images and visual media.
1. The visually literate student produces images for a range of projects and scholarly uses.
a. Creates images to represent and communicate concepts, narratives, and arguments (e.g., concept maps, presentations, storyboards, posters)
b. Constructs accurate and appropriate graphic representations of data and information (e.g., charts, maps, graphs, models)
c. Produces images for a defined audience
d. Aligns image content with the overall purpose of project
2. The visually literate student uses design strategies and creativity in image production
a. Plans image style and design in relation to project goals
b. Uses aesthetic and design choices deliberately to enhance effective communication and convey meaning
c. Uses creativity to incorporate existing image content into new image products
3. The visually literate student uses a variety of tools and technologies to produce images.
a. Experiments with image-production tools and technologies
b. Identifies the best tools and technologies for the image project
c. Develops proficiency with a range of tools and technologies for creating images
4. The visually literate student evaluates personally created image products.
a. Evaluates personally created image products based on project goals
b. Evaluates personally created image products based on disciplinary criteria and conventions
c. Reflects on role of personally created image products as a meaningful contribution to research, learning, or communication
d. Validates personally created image products through discourse with others
e. Revises personally created image products based on evaluation
What do you think of Standard Five? Please let us know!
The visually literate student uses images and visual media effectively.
1. The visually literate student uses images effectively for different purposes
a. Plans for strategic use of images and visual media within a project
b. Integrates images into projects purposefully, considering meaning, aesthetic criteria, visual impact, and audience
c. Uses images for a variety of purposes (e.g., as illustrations, evidence, visual models, primary sources, or focus of analysis)
d. Uses images for subject-specific and interdisciplinary research, communication, and learning
2. The visually literate student uses technology effectively to work with images.
a. Uses appropriate editing, presentation, communication, storage, and media tools and applications, to prepare and work with images
b. Determines image file format, size, and resolution requirements for a project, and converts images accordingly
c. Edits images as appropriate for quality, layout, display (e.g., cropping, color, contrast)
3. The visually literate student uses problem solving, creativity, and experimentation to incorporate images into scholarly projects.
a. Experiments with different ways of integrating images into academic work
b. Uses visual thinking skills to clarify and solve problems
4. The visually literate student communicates effectively with and about images.
a. Writes clearly about images for different purposes (e.g., description, analysis, evaluation)
b. Presents images effectively, considering meaning, aesthetic criteria, visual impact, rhetorical impact, and audience
c. Discusses images critically with other individuals, expressing ideas, conveying meaning, and validating arguments
d. Includes textual information as needed to convey an image’s meaning (e.g., using captions, referencing figures in a text, incorporating keys or legends)
e. Reflects on the effectiveness of own visual communications and use of images
We welcome your comments on Standard Four!
The visually literate student critically evaluates images and their sources.
1. The visually literate student evaluates the aesthetic and technical characteristics of images.
a. Evaluates how effectively an image achieves a specific purpose
b. Evaluates the use of visual signs, symbols, and conventions to convey meaning
c. Assesses the appropriateness and impact of the visual message for the intended audience
d. Analyzes the impact of image editing or manipulation on the meaning and reliability of the image
e. Determines the accuracy of graphical representations of data (e.g., charts, graphs, data models)
f. Evaluates images using disciplinary criteria
3. The visually literate student evaluates textual information accompanying images.
a. Evaluates information that accompanies images for accuracy, reliability, currency, and completeness
b. Uses observation of visual content to evaluate textual information
c. Verifies image information by consulting multiple sources and conducting research as necessary
4. The visually literate student makes judgments about the reliability and accuracy of image sources.
a. Assesses reliability and accuracy of image sources based on authority, and point of view or bias
b. Makes judgments about image sources based on evaluations of image and information quality
c. Critiques how an image source may create a new context for an image and thereby change its meaning
Will you be attending the ARLIS + VRA joint conference in Minneapolis this week? The ARLIS Academic Libraries Division will be discussing the draft Standards, led by Patti Kosco Cossard, VL Standards Advisory Group. If you’re at the conference, this would be a great way to provide feedback!
Event: ARLIS Academic Libraries Division meeting
Date: Sunday, March 27
Place: Marquette I-II
The Standards are also on the agenda for discussion at the ARLIS Reference and Information Services (RISS) meeting, with Moderator Virginia Allison and Co-Moderator Amy Ballmer.
Event: ARLIS Reference and Information Services (RISS) meeting
Date: Sunday, March 27
Place: Marquette III
Please comment on Standard Three. Thanks!
The visually literate student interprets and analyzes the meaning of images and visual media.
1. The visually literate student identifies information relevant to an image’s meaning.
a. Looks carefully at an image and observes details
b. Reads captions, metadata, and accompanying text to learn about an image
c. Identifies the subject of an image
d. Examines the relationships of images to each other, and uses related images to inform interpretation
e. Recognizes when more information about an image is needed, develops questions for further research, and conducts additional research as appropriate
2. The visually literate student situates an image in its cultural, social, and historical contexts.
a. Describes cultural and historical factors relevant to the production of an image (e.g., time period, geography, economic conditions, political structures, social practices)
b. Examines the purpose and meaning of an image in its original context
c. Describes the intended audience for an image
d. Explores representations of gender, ethnicity, and other cultural identifiers in images
e. Investigates how the audience, context, and interpretation of an image may have changed over time
3. The visually literate student identifies the physical, technical, and design components of an image.
a. Describes pictorial, graphic, and aesthetic elements of an image (e.g., color, composition, line, shape, contrast, repetition, style)
b. Identifies materials, technologies, and techniques used in the production of an image
c. Determines whether an image is an original or a reproduction
d. Examines image for signs of editing, alteration, or manipulation (e.g., cropping, color correction, image replacement)
4. The visually literate student validates interpretation and analysis of images through discourse with others.
a. Participates in classroom and other discussions about images
b. Seeks expert and scholarly opinion about images
c. Informs analysis with discipline-specific perspectives and approaches