Visual Communication &
Visual Literacy
Visual Literacy Presentation
John W. Berry
August 25, 2011
 Gestures
 Facial Expressions
 Objects
 Signs & symbols
 In Art
 In Photography…
 In Architecture…
 In Public Monuments…
 In Film…
 In Dance…
 In Exhibitions…
 In Fashion…
 In Hairstyles…
 In Interior design…
 In Lighting…
 In Computer games…
 In Advertising…
 In Logos…
Visual Literacy is the ability to interpret,
use, appreciate, and create images and
video using both conventional and 21st
century media in ways that advance critical
thinking, decision making, communication,
and learning.
The term visual literacy has been used for
about 40 years, and, in general, is understood
as the ability to interpret, recognize, create or
manipulate images.
Visual literacy is a complex field because it is
The term visual literacy has been used for
about 40 years, and, in general, is understood
as the ability to interpret, recognize, create or
manipulate images.
Visual literacy is a complex field because it is
sociology
history
science
Image-based research
medicine
art
literature
2
A very high percentage of all sensory
learning is visual;
Contemporary culture is increasingly
dependent on the visual for its capacity
to communicate instantly and
universally;
Visual literacy is a gradual process of gaining
greater sophistication of perception,
conception and visual and linguistic
vocabulary
Students need to “distinguish superficial,
glamorous and pseudo-sophisticated
messages from the real and valuable ones.”
(Ausburn & Ausburn, 1978)
Images can be very powerful in our national and
individual consciousness;
Visual literacy involves problem-solving and critical
thinking skills that can be applied to all areas of
learning.
Understanding the implications of images makes a
viewer more resistant to manipulative uses of images
in advertisement and other contexts…
(Messaris, 1995)
“As human beings, our
brains are wired for
images. According to
research … we process
visuals 60,000 times faster
than text.
This is because we take in
all the data from an image
simultaneously while we
process text in a
sequential fashion.”
Lynell Burmark, Visual
Literacy: Learn to See,
See to Learn
“Visual Literacy refers to a group of vision-competencies a
human being can develop by seeing and at the same time
having and integrating other sensory experiences. The
development of these competencies is fundamental to normal
human learning. When developed, they enable a visually literate
person to discriminate and interpret the visible actions, objects,
symbols, natural or man-made, that he encounters in his
environment. Through the creative use of these competencies,
he is able to communicate with others. Through the appreciative
use of these competencies, he is able to comprehend and enjoy
the masterworks of visual communication.”
(Source: International Visual Literacy
Association) http://www.ivla.org/org_what_vis_lit.htm The term
‘visual literacy’ was first used by John Debes in 1969.
"We need to work with today's learners in
the medium of their generation..."
Steve Jobs
"Visual literacy stems from the notion of images and symbols
that can be read. Meaning is communicated through image
more readily than print, which makes visual literacy a
powerful teaching tool."
Source: Reconceptualizing Literacy, Edwards, Patricia A, Reading
Today 27.6 (June-July 2010): p22
"The illiterate of the future will be the
person ignorant of the use of the camera
as well as of the pen.”
Laszlo Moholy-Nagy...1935
"If students aren't taught the language
of sound and images, shouldn't they be
considered as illiterate as if they left
college without being able to read or
write?”
Filmmaker George Lucas, quoted in Edutopia
"Without an understanding of media
grammars, we cannot hope to achieve a
contemporary awareness of the world in
which we live."
Marshall McLuhan
"A democratic civilization will save itself
only if it makes the language of the
image into a stimulus for critical
reflection---not an invitation for
hypnosis."
Umberto Eco
”Every image sheds light on the
assumptions of the day. Every image
reveals, as well as defines, events. Every
image must be read, must be interpreted.
This is a perilous act, one that often
leads us far away from the safe ground
sought be most historians. Yet reading
the image, like reading any text, is a way
to engage the past and connect it to our
lives.”
Louis Masur, Historian
http://www.youtube.com/watch?v=Th_1azZ
A2OY
http://www.recovery.gov/Transparency/Map
Gallery/Pages/LightsOn.aspx
http://www.recovery.gov/Transparency/Map
Gallery/Pages/LightsOn.aspx
ACRL’s Visual LiteracyStandards
Task Force
 Process established by ACRL Information Literacy Standards
Committee, Tip Sheet 4: Developing Subject-Specific
Information Literacy Standards
(http://www.ala.org/ala/mgrps/divs/acrl/resources/tipsheets/tip4substandard
s.cfm)
 ACRL Information Literacy Competency Standards for Higher
Education is foundational document
 Visual literacy in an interdisciplinary, higher education
environment
ACRL/IRIG Visual Literacy Standards ~ http://acrlvislitstandards.wordpress.com/
 Timeline review:
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February 2010 – ACRL Information Literacy Standards Committee supports project
March 2010 – Task Force and Advisory Group formed
April-June 2010 – visual literacy research, bibliography development, started blog
June 2010 – VLTF open meeting at ALA Annual
August 2010 – working definition of visual literacy released
September 2010-January 2011 – standards drafted by VLTF
January 2011 – Advisory Group review of standards
February 2011 – draft of standards publicly released
 Process dates:
February 10 – March 31, 2011 – open review and testing period, ongoing outreach
March 2011 – ALA Annual program call for participation
April 2011 – standards revisions, begin approval process (IRIG Convener, ILSC,
Standards & Accreditation Committee, ACRL Board)
 June 2011 – introduce draft standards at ALA program
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ACRL/IRIG Visual Literacy Standards ~ http://acrlvislitstandards.wordpress.com/
Introduction
“..the pervasiveness of images and visual media does not necessarily mean that individuals are able to critically view,
use, and produce visual content. Individuals must develop these essential skills in order to engage capably in a
visually-oriented society.”
 Visual Literacy Defined
“Visual literacy is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create
images and visual media…”
 Visual Literacy and Higher Education
“Scholarly work with images requires research, analysis, and evaluation skills specific to visual materials. These
abilities cannot be taken for granted, and need to be taught, supported, and integrated into the curriculum.”
 Visual Literacy and Information Literacy
“The Visual Literacy Standards address some of the unique issues presented by visual materials…and challenge
students to develop a combination of abilities related to information literacy, visual communication,
interpretation, and technology and digital media use.”
ACRL/IRIG Visual Literacy Standards ~ http://acrlvislitstandards.wordpress.com/
Standard One
The visually literate student determines the nature and extent of the visual materials
needed.
Performance Indicators
 The visually literate student defines and articulates the need
for an image
 The visually literate student identifies image sources,
materials, and types
ACRL/IRIG Visual Literacy Standards ~ http://acrlvislitstandards.wordpress.com/
Standard Two
The visually literate student finds and accesses needed images and visual media effectively and
efficiently.
Performance Indicators
 The visually literate student selects the most appropriate sources
and retrieval systems for finding and accessing needed images
and visual media.
 The visually literate student conducts effective image searches.
 The visually literate student acquires and organizes images and
source information.
ACRL/IRIG Visual Literacy Standards ~ http://acrlvislitstandards.wordpress.com/
Standard Three
The visually literate student interprets and analyzes the meaning of images and
visual media.
Performance Indicators

The visually literate student identifies information relevant to an image’s
meaning.

The visually literate student situates an image in its cultural, social, and historical
contexts.

The visually literate student identifies the physical, technical, and design
components of an image.

The visually literate student validates interpretation and analysis of images
through discourse with others.
ACRL/IRIG Visual Literacy Standards ~ http://acrlvislitstandards.wordpress.com/
Standard Four
The visually literate student critically evaluates images and their sources.
Performance Indicators
 The visually literate student evaluates the aesthetic and technical
characteristics of images.
 The visually literate student evaluates the effectiveness and
reliability of images as visual communications.
 The visually literate student evaluates textual information
accompanying images.
 The visually literate student makes judgments about the reliability
and accuracy of image sources
ACRL/IRIG Visual Literacy Standards ~ http://acrlvislitstandards.wordpress.com/
Standard Five
The visually literate student uses images and visual media effectively.
Performance Indicators
 The visually literate student uses images effectively for different
purposes.
 The visually literate student uses technology effectively to work with
images.
 The visually literate student uses problem solving, creativity, and
experimentation to incorporate images into scholarly projects.
 The visually literate student communicates effectively with and
about images.
ACRL/IRIG Visual Literacy Standards ~ http://acrlvislitstandards.wordpress.com/
Standard Six
The visually literate student designs and creates meaningful images and visual
media.
Performance Indicators
 The visually literate student produces images for a range of projects
and scholarly uses.
 The visually literate student uses design strategies and creativity in
image production.
 The visually literate student uses a variety of tools and technologies
to produce images.
 The visually literate student evaluates personally created image
products.
ACRL/IRIG Visual Literacy Standards ~ http://acrlvislitstandards.wordpress.com/
Standard Seven
The visually literate student 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.
Performance Indicators
 The visually literate student understands many of the ethical, legal,
social, and economic issues surrounding images and visual media.
 The visually literate student follows ethical and legal best practices
when accessing, using, and creating images.
 The visually literate student acknowledges image creators and
sources in projects and presentations.
ACRL/IRIG Visual Literacy Standards ~ http://acrlvislitstandards.wordpress.com/
Implementation
“The Standards may be used as a whole, or in part, depending on curricular needs and overall
learning goals of a program or institution. A visual studies course or a year-long series of
courses involving visual materials may be an appropriate context for full implementation of the
Standards. In other circumstances, the individual Standards may be more useful as stand-alone
tools for teaching and assessing specific sets of learning outcomes.”
Slides & Docs From ALA Annual Conference Session
2011
http://connect.ala.org/node/151263#attachments
ACRL/IRIG Visual Literacy Standards ~ http://acrlvislitstandards.wordpress.com/