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The visually literate student determines the nature and extent of the visual materials needed.
1. The visually literate student defines and articulates the need for an image.
- a. Defines the purpose of the image within the project (e.g., illustration, evidence, primary source, focus of analysis, critique or commentary)
b. Defines the scope (e.g., reach, audience) and environment of the planned image use (e.g., academic environment, open web)
c. Articulates criteria that need to be met by the image (e.g., subject, pictorial content, color, resolution, specific item)
d. Identifies key concepts and terms that describe the needed image
e. Identifies discipline-specific conventions for image use
2. The visually literate student identifies a variety of image sources, materials, and types.
- a. Explores image sources to increase familiarity with available images and generate ideas for relevant image content
b. Investigates the scope, content, and potential usefulness of a range of image sources and formats (e.g., digital, print, subscription databases, open web, books or articles, repositories, personal creations)
c. Identifies different image and visual media types and materials (e.g., paintings, prints, photographs, born-digital images, data models)
d. Articulates ways images can be used to communicate data and information (e.g., charts, graphs, maps, diagrams, models, renderings, elevations)
e. Recognizes that existing images can be modified or repurposed to produce new visual content