Visual Literacy Competency Standards for Higher Education
Ann Medaille Denise Hattwig
University of Nevada, Reno University of Washington
ACRL Image Resources Interest Group Visual Literacy Standards Process
February 2010: ACRL Information Literacy Standards Committee supports project
March 2010: Task Force and Advisory Group formed
June 2010: VLTF open meeting at ALA Annual
February 2011: Draft of standards publicly released
Seven Areas of Focus
The Seven Standards 1. Determine the nature and extent of the visual materials
needed
2. Find and access needed images and visual media effectively and efficiently
3. Interpret and analyze the meaning of images and visual media
4. Critically evaluate images and their sources
5. Use images and visual media effectively
6. Design and create meaningful images and visual media
7. Understand many of the ethical, legal, social, and economic issues surrounding the creation and use of images and visual media, and access and use visual materials ethically
Visual Literacy: A Combination of Abilities
Require skills related to:
• Information literacy
• Visual communication
• Visual interpretation
• Technology and digital media use
Visual Literacy & Information Literacy
Information Literacy Standards
1. The information literate student determines the nature and extent of the information needed.
Visual Literacy Standards
1. The visually literate student determines the nature and extent of the visual materials needed.
Unique Nature of Visual Literacy Content
VL Standard 3: The visually literate student interprets and analyzes the meaning of images and visual media.
VL Standard 6: The visually literate student designs and creates meaningful images and visual media.
Learning Outcome-Based Process
What does a visually literate student need to know and be able to do ?
• Skills
• Actions
• Processes
Learning Outcomes → Performance Indicators → Standards
Learning Outcomes
3.2.e Investigates how the audience, context, and interpretation of an image may have changed over time
6.1.a Creates images to represent and communicate concepts, narratives, and arguments
7.1.d Cites images by selecting and consistently using an appropriate documentation style
Implementation How?
• Integrate into existing information literacy instruction
• Introduce into new areas of the curriculum
• Incorporate into assignment and project design
• Support robust image resources and research guides
• Online tools and assessments
• Interactions with students
What?
• Single Standards or individual Learning Outcomes
• Complete Standards document
Who?
• Collaborate
• Librarians, archivists, curators, visual resources professionals, educational technologists
• Faculty
Assessment
Student assessment • Specific observable learning outcomes
• Rubrics, self-assessments, range of instruments
• Iterative assessment, improved teaching and learning
Value of academic libraries • Libraries as partners in developing multiple literacies
in new areas
• Common language for discussing visual literacy
• Contribution to institutional assessment
ACRL/IRIG Visual Literacy Standards Task Force
Denise Hattwig, Chair University of Washington
Joanna Burgess Reed College
Kaila Bussert Cornell University
Ann Medaille University of Nevada, Reno
Project Blog: http://acrlvislitstandards.wordpress.com Standards Doc: http://acrlvislitstandards.files.wordpress.com/ 2011/02/acrlirig_vlstandards_draft_201102096.pdf
Images Used in This Presentation
Adelman, Bob. March on Washington D.C. 1963. Magnum Photos. ARTstor. Web. 13 Mar. 2011.
Roman, Giulio (Face attributed to Raphael). Portrait of Joan of Aragon, Vice-Queen of Naples. 1518. Musée du Louvre, Paris. ARTstor. Web. 13 Mar. 2011.
Schneider, Jason. “Winners Take All.” Illustration from “It’s the Inequality, Stupid.” Mother Jones March/April 2011. Web. 13 Mar. 2011.
Territory: US Expansion. 1783-1898. University of California, San Diego. ARTstor. Web. 13 Mar. 2011.