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- Description
- Table of Contents
- About the authors
- Reviews
Centered on slow looking, slow using, and slow creating as pathways to better learning, this unique resource presents adaptable lesson plans on visual literacy for educators and librarians in higher education to use when teaching undergraduate and graduate students.
The principles of “slow librarianship”—which prioritizes reflection, collaboration, solidarity, and valuing all kinds of contributions—can also support deeper and more sustained learning and understanding. This book emphasizes the importance of attention and focus to the process of visual literacy, demonstrating how this approach supports ACRL’s Visual Literacy Competency Standards for Higher Education and the Framework for Visual Literacy in Higher Education. Library workers, educators, and instructors will discover
- dozens of flexible lesson plans for teaching visual literacy, scaffolded by competency levels: novice, intermediate, and advanced;
- ways to integrate slow looking into the classroom, emphasizing careful observation and the sustained act of looking;
- techniques for showing learners how to select images with intention, as well as carefully determine when and how to share those images;
- reasons why slow creating is essential to understanding and applying visual literacy in the twenty-first century; and
- a look at how increasing access to internet connectivity, generative artificial intelligence (AI), and new ethics for sharing and using information online will affect the future of visual literacy.
Examination copies are available for instructors who are interested in adopting this title for course use.
Preface, by Dana Statton Thompson
Introduction, by Stephanie Beene
Part 1 Slow Looking
Introduction, by Dana Statton Thompson
Lessons for Novice Learners
- Lesson 1.1: Introducing Slow Learning in the Classroom
- Lesson 1.2: A Primer for the Principles of Design and the Elements of Art
- Lesson 1.3: How Textual and Visual Information Complement Each Other
- Lesson 1.4: Evaluating Data Visualizations for Purpose and Message
Lessons for Intermediate Learners
- Lesson 1.5: How Context Contributes to Our Understanding of an Image
- Lesson 1.6: How Manipulation Affects Our Understanding of Photography
- Lesson 1.7: Incorporating the Question Formulation Technique
- Lesson 1.8: Evaluating Multimodal Works Holistically and in Disparate Parts
Lessons for Advanced Learners
- Lesson 1.9: Critical Visual Literacy and the Western Visual Canon
- Lesson 1.10: Emerging Technologies, Deep Fakes, and Visual Literacy
- Lesson 1.11: Algorithmic Literacy and Visual Literacy
- Lesson 1.12: Examining the Intersection of Data Literacy and Visual Literacy
Part 2 Slow Creating
Introduction, by Stephanie Beene and Dana Statton Thompson
Lessons for Novice Learners
- Lesson 2.1: Creating and Evaluating Presentations
- Lesson 2.2: Creating Visual Information in the Form of Concept Maps
- Lesson 2.3: Creating Simple Data Visualizations
- Lesson 2.4: Memes as a Pedagogical Tool
Lessons for Intermediate Learners
- Lesson 2.5: Creating an Infographic
- Lesson 2.6: Visual Literacy and Academic or Professional Poster Creation
- Lesson 2.7: Community-Engaged Project
- Lesson 2.8: Creating a Visual Using Generative AI
Lessons for Advanced Learners
- Lesson 2.9: Generative AI for Architecture and Planning
- Lesson 2.10: Creating More Inclusive Visuals through Alt Text and Image Descriptions
- Lesson 2.11: Intellectual Property and Creative Commons Licenses
- Lesson 2.12: LuLaRoe, Misappropriation, and Critical Visual Literacy
Part 3 Slow Using
Introduction, by Stephanie Beene
Lessons for Novice Learners
- Lesson 3.1: Integrating Visuals into Projects and Papers
- Lesson 3.2: Using Images within a Google Site
- Lesson 3.3: Including Images in a Presentation
- Lesson 3.4: Using Art Images with Various Licenses
Lessons for Intermediate Learners
- Lesson 3.5: Visual Data and Communication Using Digital Sanborn Maps
- Lesson 3.6: Using Visuals from Curated, Open-Access Image Collections
- Lesson 3.7: Metacognition, Reflective Thinking, and Critical Visual Literacy
- Lesson 3.8: Citing Visuals Correctly Using Zotero Bibliographic Management
Lessons for Advanced Learners
- Lesson 3.9: Exploring Ethical Visual Literacy through Tattoos and Body Modification
- Lesson 3.10: Traveling Soon? Evaluating Rhetorical Messages in Visuals
- Lesson 3.11: Misinformation and Disinformation via the Pepe the Frog Meme
- Lesson 3.12: Exploring Appropriation and Indigenous Rights through the Zia Symbol
Conclusion, by Stephanie Beene and Dana Statton Thompson
About the Authors
Index
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