Truth and lie in visual literacy 2021

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.