A Slow Approach to Visual Literacy in Higher Education: Lesson Plans for Critical Discernment

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$44.99
Price
$49.99
Item Number
979-8-89255-568-5
Published
2024
Publisher
ALA Neal-Schuman
Pages
224
Width
6"
Height
9"
Format
Softcover
AP Categories
A
I
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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

Dana Statton Thompson

Dana Statton Thompson is a Research and Instruction Librarian at Murray State University in Murray, Kentucky and Assistant Dean of Libraries. She is an Institute for Research Design in Librarianship scholar and served as a member of the ACRL Visual Literacy Task Force. She is active in the International Visual Literacy Association and the Art Libraries Society of North America. Her research and teaching interests focus on the intersection of visual literacy and news literacy, the integration of visual literacy instruction into higher education, and the scholarship of teaching and learning.

Stephanie Beene

Stephanie Beene is the Art, Architecture, and Planning Librarian at the University of New Mexico (UNM) in Albuquerque, New Mexico. She served as a member of the ACRL Visual Literacy Task Force and is active in the Art Libraries Society of North America, the Association of Architecture School Libraries, and the International Visual Literacy Association. Before coming to UNM, she worked at Lewis & Clark College in Portland, Oregon, as the Visual Resources and Arts Librarian. Her research interests include visual and information literacy frameworks as they relate to trust, lifelong learning, and the politics of identity.

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