{"id":409,"date":"2012-10-01T10:40:06","date_gmt":"2012-10-01T17:40:06","guid":{"rendered":"https:\/\/blogs.ubc.ca\/lled368\/?page_id=409"},"modified":"2012-10-20T07:11:25","modified_gmt":"2012-10-20T14:11:25","slug":"visual-literacy","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/lled368\/presentations\/visual-literacy\/","title":{"rendered":"Visual Literacy"},"content":{"rendered":"

Presentation Summary:<\/span><\/strong><\/p>\n

Visual Literacy: An Introduction to the Implications and Resources for Educators <\/strong><\/p>\n

The aims of this summary are as follows: to define visual literacy, introduce key implications for educators, and provide an example of how it might be integrated in a classroom<\/a>. <\/p>\n

My initial readings and research on the topic made it clear: there is a critical need for the integration of visual literacy into our pedagogical approach. But for many educators it is unclear as to how we can best support our learners to acquire these skills. To begin, then, it is necessary to offer a definition of visual literacy so we were all working with the same understanding of how this term is pertinent to educators.<\/p>\n

Visual Literacy<\/em> is defined as:<\/p>\n

\u201c\u2026a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture.<\/p>\n

(Association of Colleges and Research Libraries (ACRL), 2012)<\/p>\n

For our purpose as educators it is important to have a framework to understand what is expected of a Visually Literate Student; this is a learner who has the ability to:<\/p>\n