Imagining Critical Visual Literacy in Higher Education [slides]

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Maggie Murphy, Associate Professor, Art & Design Librarian (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Slides from a panel presentation given Juley 29, 2020 at the ARLIS/NA Virtual Conference. Since its creation in 2018 by the ACRL Image Resources Interest Group, the ACRL Visual Literacy Task Force (VLTF) has actively pursued its charge to re-envision the 2011 ACRL Visual Literacy Competency Standards for Higher Education through the dual lenses of recent scholarship and the 2016 ACRL Framework for Information Literacy for Higher Education. Products of the VLTF’s work thus far include a second draft of a new visual literacy framework; a glossary of updated terms and concepts drawn from an extensive, ongoing literature review; and a Zotero bibliography of over 400 sources. In the months leading up to ARLIS/NA St. Louis, we will gather empirical data on outsider and stakeholder perspectives via interviews, providing us with a structured scan of how librarians and affiliated professionals perceive, use, and define “visual literacy” in the 21st century. Our aim is to identify and define the skills, competencies, knowledge practices, and dispositions that enable students to be critical consumers of visual information, now and into the future.In this interactive session, members of the VLTF invite ARLIS/NA members—as frontline professionals in visual literacy pedagogy--to examine our study method and accumulated data, to critically and creatively engage with our data analysis, and contribute their collective wisdom and expertise to the enterprise of ‘reimagining’ visual literacy for a new generation.

Additional Information

Language: English
Date: 2020
higher education, visual literacy, ACRL, competency standards

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