Humpty Dumpty sat on a wall Humpty Dumpty had a great fall Three score men and three score more Can’t put Humpty Dumpty as he was before (Opie, 1999).

Parrish 1921

Aliquis Fecit (1843)

Visual Literacy

The ability to both find and create images, use them to communicate ideas and solve problems,

and understand their aesthetic, instructive, and cultural value.

Visual LiteracyStandards

The visually literate student:

•defines articulates the need for an image

•finds and accesses needed images and visual media effectively and efficiently

•identifies information relevant to an image’s meaning

•evaluates the effectiveness and reliability of images as visual communications

•uses images and visual media effectively

•designs and creates meaningful images and visual media

•understands many of the ethical, legal, social, and economic issues surrounding the creation and use of images and visual media, and accesses and uses visual materials ethically.

From ACRL/IRIG

Some Motivating Factors

• Greater levels of technology flexibility, variety, and efficiency• Just-in-time teaching and generative discussion• Enhanced situational and contextual scaffolding• Link to memory and scholastic achievement• Empirical evidence for knowledge creation and constructivism• Cognitive access to increasingly complex information• New course possibilities (e.g., data visualization)• Visual emphasis in emerging disciplines (e.g., digital humanities)• Generally low levels of visual literacy among students and citizen consumers

1. Water2. Over-fishing3. Predatory-Prey

http://site.arbico-organics.com/images/japanese-beetle-lifecycle.jpg

Adopted from McTigue and Croix 2010

http://www.chrisjordan.com/

After Berry et al. 2008. The role of emotion in teaching and learningHistory: a scholarship of teaching exploration.

http://www.sciencemag.org/vis2008/show/

From: Oliva and Torralba, 2007)

From: Cavanagh 2011

Some Pedagogy

• Use images that require interpretation, raise questions, and reveal assumptions

• Use images from other disciplines and everyday life, particularly those representing alternative viewpoints

• Distinguish between memorizing an image and understanding what it represents

• Evaluate structural relationships between image and accompanying text