Journal of Visual Literacy最新文献

{"title":"Visual literacy and gender sensitivity: teaching art from a feminist perspective","authors":"Hadara Scheflan-Katzav","doi":"10.1080/1051144X.2021.1974769","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1974769","url":null,"abstract":"Abstract The premise of the article is that the history of Western art as taught in most art curricula is fundamentally biased and patriarchal. It was primarily feminist scholars who demonstrated how modernist art paradigms are constructed by gender differences and thus reflect and reinforce gender power relations. My claim is that changing the power relations requires visual literacy skills and a new reading that will broaden or modify the standard visual reading of modernist artworks. The study offers a critical visual reading of two foundational artistic themes, each to be read through dialog between the work of a male artist and that of a female artist, the themes being ‘girl before a mirror’ and ‘the origin of the world’. The cases are taken from a course I teach to undergraduate students in education and art. For each of the themes, I present the development of an alternative critical reading of the artworks. I show how the acquisition of skills in critical feminist visual reading helps to promote the deconstruction of traditional gendered representations and allows students to read the woman as a subject rather than an object.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"170 - 188"},"PeriodicalIF":0.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43006825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Truth and lie in visual literacy 2021","authors":"A. Friedman","doi":"10.1080/1051144x.2021.1902196","DOIUrl":"https://doi.org/10.1080/1051144x.2021.1902196","url":null,"abstract":"As we experience the global growth of social media in our daily lives, we also encounter more visual content are being displayed on those platforms. Visual content often referred to the roots of interpreting visual objects uncovered in Susan Sontag’s work (1964). According to her, the result of a series of considerations that touch upon the visual object’s history, its symbolism, its manifestation, and realisation is in the eyes of the beholder. “Visual content also refers to the innovative use of images and interactive technology to explore large, high-density data sets.” (Remondino et al., 2014). While visual content has many benefits, it also brings new challenges, and one of the greatest is in education. Researchers, teachers, and students alike routinely weigh the potential benefits of using visual content in education against its risks and consequences. An additional challenge is founded on social media messages that are changing what counts as truth and lies. As instructors’ experiment with incorporating visual content into their classes, they also need to consider how students can be taught to ascertain the veracity and credibility of this visual content. To meet this need, researchers have called for more accountability view of visual literacy education. With the growing use of social media in all aspects of our life, students are constantly exposed to visual content. Their literacy practices within this environment are embedded visually including photo and video creation, video chatting, and use of visual iconic characteristics they shared, according to KeRdra & Zakevi ci ut _ e (2019). Research has found that teaching writing visually helps improve the creativity of students and thus new learning opportunities (Torrance, 1977). One of the major benefits of using images during the learning process is the enhancement of students’ memory (Alesandrini, 1984). In education, image-based writing helps students to express their thoughts and opinions and improve student interaction (Whitley, 2013). And yet, with all this progress, we have little knowledge of the role and the pedagogy of visual literacy education in teaching students to recognize visual content contains lies and truth. More specifically, what do theories, technical tools, and instructions tell us about image manipulation occurring in the classroom? This special edition will explore the emerging visual literacy of truth and lies across three major questions: Can a theoretical survey examining students’ comprehension of text and visual narrative reveal false beliefs? How can we support our students to investigate visual cultural and historical objects? And how Photoshop tools help build awareness of image manipulation in the classroom.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"91 - 93"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144x.2021.1902196","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49308934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Truth and subjectivity in narrative inquiry: augmented reality and digital storytelling in the university classroom","authors":"Lilia Topouzova","doi":"10.1080/1051144X.2021.1902045","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1902045","url":null,"abstract":"Abstract In my university classroom teaching, I draw on my interdisciplinary background as both a humanistic scholar and a documentary filmmaker, presenting an approach to learning that integrates scholarship with a digital storytelling practicum. Questions that scrutinize the relationship between written and visual discourses, the possibilities and limits of each, inform both my research and pedagogical practices. Terms such as ‘historiophoty’ (White, 1988) and ‘visionary history’(Rosenstone, 1988) were coined to describe the possibility of the study of history through film and images. The tensions embedded in these pioneering studies continue to animate current research and pedagogical discourses while raising pertinent questions. How can images help us learn about the past? Is it necessary for films to be historically accurate? I consider these questions and expand on anthropologist’s John Jackson Jr’s formulation of “what scholarship entails in our media age.\" I discuss my visual literacy pedagogical trajectory that culminated with a methodology I developed that merges elements of the academic and documentary film worlds, demonstrating the possibilities for interdisciplinary collaboration. This curriculum aims to visualize scholarly research and produce a digital media project that consists of technical and applied learning of the five stages of media production adapted for the university classroom.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"94 - 103"},"PeriodicalIF":0.0,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2021.1902045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49553235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of theory of mind barriers in interpreting illustrations used in primary school early readers: four brief case studies of false-belief scenarios","authors":"Kelley Donner","doi":"10.1080/1051144X.2021.1902044","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1902044","url":null,"abstract":"Abstract Theory of mind skills are critical to understanding and interpreting many illustrations in primary school literature especially those which are used in material for the purpose of learning to read. Unfortunately, children who learn to read at an early age as well as mainstreamed children, such as those with autism, often have grave deficiencies in theory of mind skills which is necessary in order to understand first- and second-order perspective narratives. Thirty-one early readers were analysed for first- and second-order perspectives as well as for the possibility of first- and second-order false-belief scenarios. Results showed that there is a high probability that children will be confronted with early readers that require complex theory of mind skills for comprehension. In addition, four early readers were examined in more detail in case studies to see how the relationship of text to illustrations as well as the composition of the illustrations themselves either aided comprehension or increased the possibility of false belief scenarios. Finally, various tools for increasing visual literacy in regards to illustrations were discussed, such as the use of prolongation, speech bubbles, close-ups and text enhancement.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"125 - 143"},"PeriodicalIF":0.0,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2021.1902044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48654269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fact, fiction or Photoshop: Building awareness of visual manipulation through image editing software","authors":"J. Swerzenski","doi":"10.1080/1051144X.2021.1902041","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1902041","url":null,"abstract":"Abstract Among the most difficult aspects of building visual literacy is creating awareness of manipulation, a task made continuously harder by the prevalence of ‘Photoshopped’ or digitally altered photos through fake news or our everyday usage of photo editing apps. So how are educators to build awareness of visual literacy when manipulation has become ubiquitous? I argue that understanding the credibility of visual content must go beyond viewing the image as identifying whether a photo has or has not been manipulated. Instead, it requires a technical comprehension of the process by which images are created, allowing educators to discern between visual lies and everyday image editing. To this end, I position Photoshop as a teaching tool, one that offers educators and students a backstage view at the mechanisms of image alteration technology. In building a technical and rhetorical understanding of three key Photoshop tools—airbrush, layers, and filters—I outline a guide for using these tools grounded in critical considerations of how their use affects visual meaning. From this understanding, educators can move beyond blanket criticism of visual manipulation and into the ethical nuances of photo editing that distinguish meme from misinformation.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"104 - 124"},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2021.1902041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47310290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The lost years of visual literacy","authors":"Ernesto Peña, Teresa Dobson","doi":"10.1080/1051144X.2021.1902043","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1902043","url":null,"abstract":"Abstract Until today, the most accepted notion about the coinage of visual literacy as a concept has been credited to John Debes in the late 1960s. In this paper, the authors describe the use of available digital tools to unearth a history of the concept of visual literacy in education that precedes in roughly 30 years these events. These overlooked years shed light on the role of technology, policy and industrial intervention have played in the development of a concept that has only increased in relevance and popularity within education over the last decades. This paper also invites the reader to consider the potential of previously unavailable tools to revisit and re-examine the events that have shaped and will continue to shape the landscape of education.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"1 - 14"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2021.1902043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48871869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring visual literacy skills and dispositions through a museum-sponsored online professional development for K-12 teachers","authors":"Nina R. Schoonover","doi":"10.1080/1051144X.2021.1902038","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1902038","url":null,"abstract":"Abstract This qualitative case study explored the experiences of two teachers participating in a visual literacy online professional development course sponsored by a state-funded art museum. As the world becomes more visual, there is a continued need for teachers to develop the skills needed to foster visual literacy in their students; therefore, the goal of this work was to amplify the experiences of these veteran teachers throughout the course, as well as in their classrooms, to reflect their growth throughout the program. Drawing primarily on Tishman’s ‘slow looking’ and Perkins’ (1994) concept of the ‘intelligent eye’ and the ‘dispositions’ for viewing art, the study was framed around the following research questions: 1) What are the experiences of teachers participating in an online visual literacy course? and 2) What dispositions do teachers take on when fostering visual literacy in their classrooms? The findings from this study highlight some of the difficulties the teachers faced, particularly in navigating an online terrain, but also some levels of discomfort with the visual literacy material. However, they also reveal how the two teachers found new ways to ‘attend’ to art, as well as new classroom skills and techniques they each brought back into their classrooms.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"71 - 89"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2021.1902038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45558778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Arrows and their modern versions: narrativity signalled by lines in data visualizations","authors":"V. Lechner","doi":"10.1080/1051144X.2021.1902039","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1902039","url":null,"abstract":"Abstract For creating and reading data visualizations, visual literacy is crucial. This article advances the knowledge about graphical variations and conventions related to the basic graphical element of the graphical line used as a connector in data visualizations. Some visual characteristics of connecting lines can be used to show directionality and thus signal a narrative claim. Arrowheads may be one way to do so. However, particularly in a digital environment, other techniques may be used as well. This article presents a corpus study investigating the ways in which narrativity is signalled by connecting lines in current, publicly available digital data visualizations. The central connecting lines of 163 award-winning data visualizations are analysed with focus on their visual forms and how they represent actions and situations. The repeated occurrence of some visual techniques points to conventions formed both by a long tradition of analogue visualization and the advent of digital production techniques and output devices. The presented results are relevant to researchers, educators and practitioners in the data visualization field, as they provide novel empirical data on the use of an omnipresent graphical element.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"51 - 70"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2021.1902039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45277258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The potential of eye tracking for visual literacy research","authors":"E. Brumberger","doi":"10.1080/1051144X.2021.1902040","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1902040","url":null,"abstract":"Abstract The multitude of disciplines, perspectives, and practices that inform the study of visual literacy is incredibly valuable, but at the same time it means our research lacks a shared set of methodologies and methods. Unfamiliar research approaches may lead to mistrust of research findings and, even more problematic, to missed opportunities for knowledge development, opportunities that are vital to progress in the field. Eye tracking is one such method that is likely to be outside the traditional disciplinary approaches of most visual literacy scholars, yet it has the potential to be productive for many of the types of questions that the field seeks to answer. Following an introduction to eye-tracking methods, terminology, and data types, the article provides an overview of past eye-tracking research that can inform visual literacy studies. The article then turns to a discussion of visual literacy research that could potentially be addressed by eye-tracking methods.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"34 - 50"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2021.1902040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43418925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Usability qualities of ‘well-designed’ geography textbook visuals","authors":"Yvonne Behnke","doi":"10.1080/1051144X.2021.1902042","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1902042","url":null,"abstract":"Abstract This contribution evaluates opportunities and challenges concerning the conception and utilization of visuals in current German geography textbooks from multidisciplinary theoretical perspectives. The designer’s point of view, with insights from visual communications, information design, user experience design, and instructional design, will be discussed, together with the findings from work in the fields of media studies, educational psychology, and geography education. Based on the theoretical approach, a discussion will be put forth regarding the usability aspects of visual design features in geographical learning media, relations between visual attention, visual search strategies, visual literacy skills, instructional design strategies, subject didactics, and motivational aspects of knowledge construction through today’s multimodal geography textbooks. This contribution suggests six usability qualities of visual design elements in textbooks that may affect learning motivation and knowledge construction: aesthetics (visual appealing), (quick and easy) orientation, usefulness (relevant information complementing text information), helpfulness (support with completing tasks and content comprehension), interest (relevant content, new perspectives), and comprehensibility (image content connects to the topic). A model embeds the evolved usability qualities of ‘well-designed’ textbooks into existing theoretical models from the fields of educational psychology, visual communications, media studies, and geography education.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"15 - 33"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2021.1902042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44426018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}