Visual Literacy and Library Instruction: a Critical Analysis By

Visual Literacy and Library Instruction: A Critical Analysis

By Nerissa Nelson University Library

Abstract

This paper discusses the concept of visual literacy and its implications for librarians teaching information literacy components. The author concludes that, while visual teaching methods should be incorporated in library instruction, teaching visual literacy competencies is most effectively done in connection with discipline-specific content and thus falls outside librarians’ role.

Introduction

In our fast-paced era of media blips and Visual literacy is not necessarily a “new” con- bytes, visual images and symbols have now cept, but it has transformed into a more for- more than ever an immediate and frequent malized area of study in both the K-12 envi- presence in our culture. Technological ad- ronment and higher education. From a theo- vances resulting in new media types have retical perspective, visual images and sym- dynamically altered traditional modes of bols have become so integrated and impor- communication. Choices for producing and tant in our social structure and identity that consuming information are vast, and formats understanding the effects of our image-rich from standard text to graphical interfaces, world has resulted in a new field of study in digitized images, streaming video and hyper- academe: Visual Culture Studies (Walker & media have created a complex and layered Chaplin, 1997). On a more practical level, vis- system of information flow. ual literacy has become part of the curriculum by virtue of technology-enhanced resources, Information is no longer bound by text or sim- thus expanding the range of visual teaching ple illustrations since technological innova- tools with graphics, videos or web sites being tions have created a rich visual culture, im- incorporated into classroom lectures and li- pacting business, education and social envi- brary instruction (Wiley & Hemmerich, 2003). ronments (New London Group, 1994; Walker While, traditionally, librarians have dealt pri- & Chaplin, 1997). Making sense of visual im- marily with text-based information, recent ages and symbols requires more than just changes in technology have led to a gradual passive observation, but rather a new compe- shift. With images and symbols playing an tency - visual literacy - to understand, analyze increasingly important role, and with educa- and "read" the essence of these images tors calling for the development of visual liter- (Abilock, 2003). “Reading” visual images in acy, librarians need to ask what their role this sense also requires “integrating other should be in all of this. Just as various facets sensory experiences” according to the Inter- of literacy, such as information literacy, have national Visual Literacy Association (IVLA). It been of concern to librarians, should librarians is quite clear that as technology becomes now get involved with the newly emerging “obsolete, evolves and expands,” the increas- area of visual literacy, and what should be the ingly intricate visual world demands a skill to nature of such involvement? While this ques- interpret these messages beyond sheer ob- tion raises a number of issues, the purpose servation (Walker & Chaplin, 1997). here is to provide a broader perspective from

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which to launch a discussion of the librarian’s use symbols to express meaning (visual role with respect to the increasing importance communication). of visual literacy. Specifically, this article fo- cuses on two questions: First, should librari- Marcum (2002), a scholar in the library and ans be involved in teaching visual literacy? information science field, takes a more far- Second, should librarians tailor instruction reaching view of visual literacy. He challenges toward visual learning styles? the library profession to move away from the “information-processing paradigm” and to What Is Visual Literacy? consider a visual ecology system that he de- fines as “a comprehensive and continuous Attempts to define visual literacy in more participatory event, a universe of action, and a depth are made difficult by the lack of an ac- world of knowledge and learning rather than cepted definition among experts. While defini- of information transfer” (p. 189). In simple tions of visual literacy do exist in the literature, terms, Marcum suggests the profession re- the meaning varies depending on the context think its current “text-based” philosophy and in which it is grounded. move toward a new system that is more grounded in the visual and interactive tech- One recent study attempted to arrive at a nologies of today. definition of visual literacy by surveying experts in the field (Brill, Kim & Branch, 2001). It is clear from these few examples that visual While the responses to the survey were not literacy carries different meanings depending conclusive, they led the authors to suggest on the contextual framework. Despite these the following consensus definition. Visual lit- variations, and for the purpose of this article, eracy encompasses a … visual literacy in its broadest sense will be group of acquired competencies for inter- understood as the processes by which images preting and composing visible messages. are constructed, organized and expressed to A visually literate person is able to: (a) communicate meaning, as well as the compe- discriminate and make sense of visible tencies associated with these processes. Be- objects as part of a visual acuity; (b) cre- fore discussing whether librarians should be ate static and dynamic visible objects ef- involved in visual literacy it is important to look fectively in a defined space; (c) compre- at how competency in this area is taught. hend and appreciate the visual testa- ments of others; and (d) conjure objects in How Is Visual Literacy Taught? the mind’s eye. (p. 6) Teaching visual literacy goes beyond learning Working from the premise that visual literacy a specific set of skills, but it is rather a social is a group of acquired competencies, practice that looks at how images are created Eisenberg, Lowe and Spitzer (2004) briefly and communicated (Bamford, 2003). Images discuss visual literacy from a larger framework are forms of visual communication repre- familiar to the library profession – the re- sented in any medium, such as film, televi- search agenda for library instruction and in- sion, advertising, digital images, graphic- formation literacy, published by the Associa- enhanced designs or photographs to name a tion of College and Research Libraries few. Students develop visual literacy as they (ACRL, 2000). The research agenda outlines engage in the study of images or objects for research questions related to instruction in their form, structure, symbols, cultural repre- academic libraries. Based on the ideas of sentation and social interactions (Bamford; Moore and Dwyer (1994) and Wileman Messaris, 2001). The implications of teaching (1980), Eisenberg, et al, regard visual literacy visual literacy, as expressed by Bamford, in- as a core model comprised of three main con- clude the development of critical thinking cepts: visual learning, visual thinking and vis- skills, understanding image and manipulation ual communication. They further describe techniques, examining design principles, and these three concepts as the ability to con- analyzing embedded codes and conventions struct meaning from visual experiences (visual within images. learning), organize information based on the composition of images (visual thinking), and There are numerous examples of how visual literacy has been integrated into curriculum

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models in both K-12 and higher education many of the practical functions within these environments. Paul Messaris, a leader in the models overlap - regardless of how the term field of visual education, uses film making to has been “repackaged” in the profession. get students to think about how subjects and images are portrayed and if these representa- Despite the relative ease with which informa- tions are contrived, manipulated or real. He tion is now available online, the complexity of finds this technique effective in examining the technology makes library instruction far from process of visual literacy from both the con- obsolete. Interfaces change, databases ap- sumer and producer perspective. The implica- pear (and sometimes disappear), journals are tions for visual literacy, he says, become an discontinued or no longer available online, active process where students “…move be- and new meta-search facilities are introduced yond the use of visual media as simple ‘win- which still do not cover all information dows on reality’ to an actively oriented visual sources. Students struggle to sift through this education” (Messaris, 2001). “stuff” trying to make sense of it all so that they can get the information needed for their Another example of teaching visual literacy is paper, presentation or exercise. Serving as George’s (2002) composition class using “vis- partners, supporters or collaborators with fac- ual arguments” in place of the traditional writ- ulty, librarians respond to this situation by ten paper. She assigns a “visual argument” teaching technical skills and evaluative com- based on course readings. Although the ar- petencies in connection with course objectives gument uses any form or medium decided and assignments. upon by the student, such as a new book jacket, map, chart, web page, flyer, painting, It is not uncommon for academic librarians to collage or diagram, the visual form still re- teach semester long credit courses that focus quires the elements of making and supporting on foundations of information literacy or library a claim with evidence. One student, for exam- research methods. Librarians create instruc- ple, based her argument on the reading of tional materials using the technology of the “King Leopold’s Ghost.” She decided to redes- day, such as Web-based tutorials, subject ign Leopold’s Congo Free State flag to illus- specific Web directories, research tutorials, trate how she interpreted what Europe really pathfinders or bibliographies. The design, im- brought to Congo. Some colleagues ques- plementation and methodology of instruction tioned George’s method that her “visual ar- vary depending on the nature of what needs gument” assignment did not equal the same to be accomplished. Typically, librarians con- “weight” as a written paper. She contends that centrate on the concepts and mechanics of students are engaged in a “technology- identifying, searching, accessing and evaluat- saturated and image-rich culture, and that ing appropriate information utilizing different questions of communication and composition technologies (Dewald, 1999; ACRL, 2000). absolutely include the visual, not as attendant to the verbal but as complex communication Among the characteristics that Dewald consi- intricately related to the world around them” ders to be “good library instruction” is the link- (p. 32). ing of library instruction with course- or assignment-related objectives and activities. In Should Librarians Teach the same vein, McDonald (2004) argues that if Visual Literacy? instruction in information literacy is connected through a context tied to a discipline or a spe- Instruction, both formal and informal, has al- cific assignment, then the respective compe- ways been a function of librarians whether it is tencies are taught in isolation, and the instruc- direct or indirect, within or outside the class- tion is ineffective. Plausible as this argument room, a “one shot” session or a full credit- is for instruction in information literacy, does it course. Library orientation, bibliographic in- is also apply to the teaching of visual literacy? struction and information literacy are fre- If so, what does it mean for the librarian’s quently used terms to describe the teaching role? functions of librarians. While the fundamental aspects of these terms have been debated in If information literacy should be tied to the the library literature, especially with regard to content covered in students’ classes and their information literacy, the bottom line is that respective assignments, then the call for such

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connection should be considered equally valid New technologies have created opportunities with regard to the teaching of visual literacy. for new, innovative teaching methods that This statement does not imply, however, that accommodate individual learning styles and librarians should get involved in the teaching thus provide more flexibility in student learning of visual literacy. On the contrary, teaching (Tyckoson and Jacobson, 1993). While the visual literacy goes beyond the librarian’s concept of “learning style” is a relatively old role—for the following reason: unlike the con- idea, it still bears much currency. Rita and cept of information literacy, the concept of Kenneth Dunn’s (1993) definition of learning visual literacy revolves around the content style is how an individual concentrates, proc- analysis of images, their meaning, not so esses, internalizes and remembers academic much about the technical skills of finding them content. Most recently, Denig (2004) picks up and their qualitative evaluation in terms of this definition and discusses the authors’ 21 authenticity, currency, etc. Teaching in a dis- elements that model learning style prefer- cipline-specific context thus takes on different ences, including the perceptual element per- meanings for library literacy and visual liter- taining to students who learn best by seeing acy. For the former, it means teaching search complex material. and source-evaluation skills; for the latter, it means using images as information sources The discussion of learning styles in the con- and making sense out of them by critically text of the classroom, brick-and-mortar or vir- analyzing their meanings. While involvement tual, is typically tied to the idea of presenting in the former task is generally considered to class content in multiple formats in order to be an essential aspect of librarianship, in- provide effective instruction to all students, no volvement in the latter falls within the exclu- matter what their learning styles may be. For sive domain of the subject instructor, not the example, Wiley and Hemmerich (2003) and librarian. Teaching how images (such as a Dewald (1999) emphasize the importance of political poster dating back to the French utilizing multimedia in the classroom: By pro- Revolution) are constructed, organized or ex- viding multiple representations of the same pressed to communicate meaning goes as information, multimedia-based instruction can much beyond the role of librarians as the accommodate the needs of students with ver- teaching of any other discipline-specific con- bal, visual or auditory learning styles. The au- tent (such as Robespierre’s concept of lib- thors also describe specific types of informa- erty). No one would, or should, expect librari- tion, such as maps, charts and diagrams that ans to take on this task. require visual representation in order to be understood. Focusing on information literacy, While the above argument arrives at the con- Brown, Murphy and Nanny (2003) argue that clusion that librarians should not teach disci- instruction must provide for visual and other pline-specific content, the use of visual com- learning style preferences in order to be effec- ponents in library instruction is a different is- tive. sue to be addressed in the following section. The recent ACRL research agenda reflects a Tailoring Instruction toward greater emphasis on learning styles in library Visual Learning Styles instruction than before (ACRL, 2000). Accord- ing to Dalrymple (2002), who surveyed in- The proliferation of technology-enhanced re- struction librarians to determine whether they sources has fundamentally changed instruc- were utilizing learning style theory in their tion methods in many academic disciplines. teaching, results had a mixed answer. The Technologies used in classrooms today, survey found that librarians were generally whether traditional, distance education or hy- aware of learning styles (visual and others), brid courses, range from standard applica- but that they were uncertain about how to tions, such as Microsoft PowerPoint to more adapt their instruction to the diverse learning complex multimedia, such as streaming desk- styles in the classroom setting. Her study also top video capture. More and more teachers found that librarians typically use lecture-style now require students to use these tools in formats and computer demonstrations of connection with their assignments, papers or searching OPACs, databases and the Web, presentations. tailored to course assignment objectives. Some of the respondents indicated that they

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lacked ideas on how to incorporate other should take. Teaching visual literacy - the technologies outside the standard computer processes by which images are constructed, demonstration into the “one-shot” 50-minute organized and expressed to communicate instruction session. Despite this concern, meaning - goes beyond the librarian’s role. most respondents were enthusiastic about Pertinent competencies are most effectively experimenting with new technologies to ac- taught in connection with courses in subject- commodate diverse learning styles in the specific disciplines, such as history, physics, classroom. Dalrymple concluded that librari- business, cultural studies etc. However, li- ans, now more than ever, are focused on stu- brarians should continue to make ample use dent learning. of visual teaching methods, thereby accom- modating their instruction to the visual learn- Templeman-Kluit and Ehrenberg (2003) pro- ing style that, in the current age of multimedia vide a current example on how to meet visual technology, may work best for many, if not learning preferences. Based on their experi- most, of the students. ences at the Bobst Library at New York Uni- versity (NYU), they recognized the need for The discussion of “visual literacy” and its im- better methods to reach distance learners and plication for librarianship in this article is not to enhance library instruction through a more meant to be exhaustive. Of future questions visual mode. The authors wanted to create a yet to be addressed, only two shall be men- “human form of online instruction.” After a few tioned here. First, are current trends in collec- trials and errors, they took an existing text- tion development adequate in light of the im- based HTML tutorial, “How to find a book” portant role of images as information carriers? and, using a product called Camtasia, created Second, how can the greater emphasis on a streaming media component with voiceover visual teaching methods be balanced with the narration. Once this was accomplished, they needs of those students who learn most effec- transformed other online tutorials and experi- tively by non-visual means—be it because of mented with new technologies, such as Flash their “learning style” or because of a sensory MX, to create higher quality images and en- (visual) impairment? hanced interactivity for students. References Judged by its discussion in the literature, the attention given to it within the ACRL research Abilock, D. (2003, November). A seven-power agenda, Dalrymple’s survey, as well as real- lens on 21st Century literacy: Instilling world projects (of which the one at Bobst Li- cross-disciplinary visual, news media, and brary is just one example), it is clear that the information-literacy skills. Multimedia issue of students’ preferences for certain Schools, 10(6), 30-36. learning styles, and the need to tailor instruc- Association of College and Research Librar- tion to those, are on the radar screen of in- ies. (2000). Research agenda for library struction librarians. As Jacobson & Ignacio instruction and information literacy. Re- (1997) point out, adapting to students’ visual trieved July 14, 2004, from http://www.ala. learning styles is not accomplished necessar- org/ala/acrlbucket/is/iscommittees/webpa ily through a prescribed method, but rather ges/research/re searchagendalibrary.htm. through a flexible approach that is more in- Bamford, A. (2003). The visual literacy white tune to the individual development of stu- paper. Adobe Systems Pty Ltd., Australia. dents. Ways in which this is being practiced is Retrieved September 9, 2004, from evident in NYU’s progressive effort to create http://www.adobe.co.uk/education/pdf/ innovative tutorials utilizing the most current adobe_visual_literacy_ paper.pdf. technology to meet the needs of users with Brill, J., Kim, D., & Branch, R. (2001). Visual visual (and auditory) learning styles (Temple- literacy defined: The results of a Delphi man-Kluit and Ehrenberg, 2003). study - can IVLA (operationally) define visual literacy? In R. Griffen, V. Williams Conclusion & J. Lee (Eds.), Exploring the visual future: art design, science and technology. The purpose of this paper was to discuss Blacksburg, VA: The International Visual whether librarians should be involved in visual Literacy Association. literacy, and, if so, what form this involvement

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Brown, C., Murphy, T., & Nanny, M. (2003, tal: Libraries and the Academy, 2(2), 189- November). Turning techno-savvy into 206. info-savvy: Authentically integrating in- McDonald, J. (2004, July 14). Information lit- formation literacy into the college curricu- eracy or literate information? MLA Forum, lum. Journal of Academic Librarianship, 3(2). Retrieved September 5, 2004, from 29(6), 386-399. http://www.mlaforum.org/volumeIII/issue2/ ChanLin, L., & Chang, B. (2003, December). conf3.html. Web-based library instruction for promot- Messaris, P. (2001, February). New literacies ing information skills. Journal of Academic in action: Visual education. Reading Librarianship, 30(4), 265-276. online, 4(7). Retrieved September 9, Dalrymple, C. (2002, May). Perceptions and 2004, from http://www. Readingonline.org/ practices of learning styles in library in- newliteracies/action/messaris/index.html. struction. College & Research Libraries, Moore, D.M., & Dwyer, F.M., (Eds.), (1994). 63(3), 261-273. Visual literacy: A spectrum of visual learn- Denig, S. (2004, January). Multiple intelligen- ing. Englewood Cliffs, NJ: Educational ces and learning styles: Two complemen- Technology Publications. tary dimensions. Teachers College Re- New London Group. (1996, Spring). A peda- cord, 106(1), 96-111. gogy of multiliteracies: Designing social Dewald, N. (1999, January). Transporting futures. Harvard Educational Review, good library instruction practices into the 66(1), 1-28. web environment: An analysis of online New York University. (n.d.). Bobst Library. tutorials. Journal of Academic Librarian- Online Tutorials. Retrieved September 10, ship, 25(1), 26-31. 2004, from http://library.nyu.edu/research/ Dunn, R., & Dunn, K. (1993). Teaching sec- tutorials/book/. ondary students through their individual Tempelman-Kluit, N., & Ehrenberg, E. (2003). learning styles. Boston: Allyn & Bacon. Library instruction and online tutorials: Eisenberg, M., Lowe, C., & Spitzer, K. (2004). Developing best practices for streaming Information literacy: Essential skills for the desktop video capture. Feliciter, (2), 89- information age (2nd ed.). Westport, CT: 90. Libraries Unlimited. Thibault, M., & Walbert, D. (2003, Septem- George, D. (2002, September). From analysis ber). Reading images: an introduction to to design: Visual communication in the visual literacy. Retrieved September 4, teaching of writing. College Composition 2004, from http://www.learninc.org/index. and Communication, 54(1), 11-39. nsf/doc/vlintro0602?OpenDocument. Grassian, E. (2004, May/June). Do they really Tyckoson, D.A., & Jacobson, T.E. (1993, do that? Librarians teaching outside the Spring). Technology instruction and learn- classroom. Change, 36(3), 22-27. ing styles. Education, 113(3), 356-360. International Visual Literacy Association Walker, J., & Chaplin, S. (1997). Visual cul- (n.d.). What is visual literacy? Retrieved ture: An introduction. New York: Man- August 28, 2004, from http://www.ivla.org/ chester University Press. org_what_vis_lit.htm#definition. Wileman, R. (1980). Exercises in visual think- Jacobson, F., & Ignacio, E. (1997, Spring). ing. New York: Hastings House. Teaching reflection: Information seeking Wiley, J., & Hemmerich, J.A. (2003). Learning and evaluation in a digital library environ- from multimedia sources. In The encyclo- ment. Library Trends, 45(4), 771-803. pedia of education (2nd ed.). (Vol. 4, pp. Marcum, J. (2002, April). Beyond visual cul- 1493-1497). New York: Macmillan Refer- ture: The challenge of visual ecology. Por- ence. .

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