Pub Date : 2019-04-03DOI: 10.1080/1051144X.2018.1564605
Jeeyoung Min
Abstract This interpretive case study examines how undergraduate students enact visual literacies, focusing on transmediation from visual-embedded research papers into multimodal brochures, in an entry-level college writing course at a large research university in the U.S. Data sources included students’ artifacts, interview transcripts, and field notes. A four-dimensional interpretation model for multimodal composing practices was used to analyze and interpret the data sources. Findings revealed that undergraduates shaped their understandings of multimodal representation of brochures through the process of noticing, conceptualizing, constructing, and conveying social meanings of multimodal assemblages. As iterating over the process through the six stages of teaching brochure composition in class, the undergraduates reshaped their multimodal understandings for a better representation and communication of multimodal social meanings of the brochures. The study has implications for the significance of the infusion of explicitly taught visual literacies into college preparatory writing for the growth and development of visual composers.
{"title":"Visual literacies in a U.S. undergraduate writing course: a case study of transmediation","authors":"Jeeyoung Min","doi":"10.1080/1051144X.2018.1564605","DOIUrl":"https://doi.org/10.1080/1051144X.2018.1564605","url":null,"abstract":"Abstract This interpretive case study examines how undergraduate students enact visual literacies, focusing on transmediation from visual-embedded research papers into multimodal brochures, in an entry-level college writing course at a large research university in the U.S. Data sources included students’ artifacts, interview transcripts, and field notes. A four-dimensional interpretation model for multimodal composing practices was used to analyze and interpret the data sources. Findings revealed that undergraduates shaped their understandings of multimodal representation of brochures through the process of noticing, conceptualizing, constructing, and conveying social meanings of multimodal assemblages. As iterating over the process through the six stages of teaching brochure composition in class, the undergraduates reshaped their multimodal understandings for a better representation and communication of multimodal social meanings of the brochures. The study has implications for the significance of the infusion of explicitly taught visual literacies into college preparatory writing for the growth and development of visual composers.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"83 - 99"},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2018.1564605","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45678924","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}
Pub Date : 2019-04-03DOI: 10.1080/1051144X.2018.1564607
Asko Lehmuskallio
Abstract The paper considers the particular value of focusing on the look as a medium when studying visual cultures. This focus is helpful for coming to terms with distinct understandings of the visual. To address the look as a medium, four analytical dimensions are introduced for distinguishing among separate but closely interrelated visual phenomena: the look becomes understandable via its mediations, some media are explicitly created to be looked at, the look itself acts as a medium of images and looking is a skilled practice that must be learned. In light of the approach outlined, an exercise is presented for teaching the look as a medium at university level: this exercise in ‘looking into each other’s eyes’ is applied with the aim of sparking interest in the topic and stimulating debate on its various dimensions. Thus, it is intended to be generative, an exercise to think with.
{"title":"The look as a medium: a conceptual framework and an exercise for teaching visual studies","authors":"Asko Lehmuskallio","doi":"10.1080/1051144X.2018.1564607","DOIUrl":"https://doi.org/10.1080/1051144X.2018.1564607","url":null,"abstract":"Abstract The paper considers the particular value of focusing on the look as a medium when studying visual cultures. This focus is helpful for coming to terms with distinct understandings of the visual. To address the look as a medium, four analytical dimensions are introduced for distinguishing among separate but closely interrelated visual phenomena: the look becomes understandable via its mediations, some media are explicitly created to be looked at, the look itself acts as a medium of images and looking is a skilled practice that must be learned. In light of the approach outlined, an exercise is presented for teaching the look as a medium at university level: this exercise in ‘looking into each other’s eyes’ is applied with the aim of sparking interest in the topic and stimulating debate on its various dimensions. Thus, it is intended to be generative, an exercise to think with.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"21 - 8"},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2018.1564607","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47145288","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}
Pub Date : 2019-04-03DOI: 10.1080/1051144X.2019.1567073
R. Costa
Abstract Mobile phones are a characteristic artefact of contemporary societies, transversally present in both public and private spheres, including the students’ daily life. This paper showcases an innovative teaching activity that takes advantage of this fact by promoting and valuing the use of smart phones in the university classrooms, specifically when teaching and learning visual qualitative research methodologies. While collecting and interpreting data, sociology undergraduate students were invited to use their smart phones and respective apps, thus combining textual annotations with audio, photo and video recording facilities. By the end, this strategy proved to be especially important in the development of the next generation of scholars’ competences to generate imaged-based records effectively and efficiently in order to answer research questions, inform interpretation and develop questions for further research.
{"title":"iPhone, iResearch. Exploring the use of smart phones in the teaching and learning of visual qualitative methodologies","authors":"R. Costa","doi":"10.1080/1051144X.2019.1567073","DOIUrl":"https://doi.org/10.1080/1051144X.2019.1567073","url":null,"abstract":"Abstract Mobile phones are a characteristic artefact of contemporary societies, transversally present in both public and private spheres, including the students’ daily life. This paper showcases an innovative teaching activity that takes advantage of this fact by promoting and valuing the use of smart phones in the university classrooms, specifically when teaching and learning visual qualitative research methodologies. While collecting and interpreting data, sociology undergraduate students were invited to use their smart phones and respective apps, thus combining textual annotations with audio, photo and video recording facilities. By the end, this strategy proved to be especially important in the development of the next generation of scholars’ competences to generate imaged-based records effectively and efficiently in order to answer research questions, inform interpretation and develop questions for further research.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"153 - 162"},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2019.1567073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47195529","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}
Pub Date : 2019-04-03DOI: 10.1080/1051144X.2018.1564608
G. Gadelshina, Arrian Cornwell, David Spoors
Abstract Interest in the role of visual literacy within education has grown significantly over the last 50 years. Many scholars maintain that living in an image-rich culture in the twenty-first century requires preparing visually literate graduates who are capable of a critical reading and understanding of visual texts, as well as constructing images through critical thinking. However, nowadays, discussion about visual learning and development of visual literacy competencies of students studying business and management remains quite limited. This paper presents a case study of a visual learning activity introduced to 1st year undergraduate students which are often referred to as ‘digital natives’. This activity aims to develop students’ visual critical thinking about a complex social phenomenon of corruption through their engagement with a non-digital activity such as freehand drawing.
{"title":"Understanding corruption through freehand drawings: a case study of undergraduate business students’ visual learning in the classroom","authors":"G. Gadelshina, Arrian Cornwell, David Spoors","doi":"10.1080/1051144X.2018.1564608","DOIUrl":"https://doi.org/10.1080/1051144X.2018.1564608","url":null,"abstract":"Abstract Interest in the role of visual literacy within education has grown significantly over the last 50 years. Many scholars maintain that living in an image-rich culture in the twenty-first century requires preparing visually literate graduates who are capable of a critical reading and understanding of visual texts, as well as constructing images through critical thinking. However, nowadays, discussion about visual learning and development of visual literacy competencies of students studying business and management remains quite limited. This paper presents a case study of a visual learning activity introduced to 1st year undergraduate students which are often referred to as ‘digital natives’. This activity aims to develop students’ visual critical thinking about a complex social phenomenon of corruption through their engagement with a non-digital activity such as freehand drawing.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"142 - 152"},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2018.1564608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42913541","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}
Pub Date : 2019-04-03DOI: 10.1080/1051144X.2019.1569832
W. Williams
Abstract Visual storytelling comes in many forms (e.g. films, comics, photographs, commercials) and is used for a range of purposes (e.g. to entertain, inform, persuade). Technological advances are enabling non-specialists to be consumers and producers of these works. Although many people are growing up surrounded by visual works, this does not mean that they carefully attend to images. Education must prepare students to navigate the changing visual landscape. This study, which investigates an undergraduate Visual Narratives course taught in spring 2017 in the United States, focuses on students’ uses of art and design elements. A content analysis of 124 course documents shows a wide range of art and design elements at work in students’ visual narrative analyses (27 elements) and original compositions (26 elements), with many elements overlapping (21 shared). These results suggest that teaching a wide range of art and design elements can help students acquire a flexible toolkit for reading and composing different kinds of visual texts, expanding their visual literacy. Rather than serving as an end goal, this foundational knowledge offers a focused way of looking that could be combined with other lenses (critical race theory, feminist theory, etc.).
{"title":"Attending to the visual aspects of visual storytelling: using art and design concepts to interpret and compose narratives with images","authors":"W. Williams","doi":"10.1080/1051144X.2019.1569832","DOIUrl":"https://doi.org/10.1080/1051144X.2019.1569832","url":null,"abstract":"Abstract Visual storytelling comes in many forms (e.g. films, comics, photographs, commercials) and is used for a range of purposes (e.g. to entertain, inform, persuade). Technological advances are enabling non-specialists to be consumers and producers of these works. Although many people are growing up surrounded by visual works, this does not mean that they carefully attend to images. Education must prepare students to navigate the changing visual landscape. This study, which investigates an undergraduate Visual Narratives course taught in spring 2017 in the United States, focuses on students’ uses of art and design elements. A content analysis of 124 course documents shows a wide range of art and design elements at work in students’ visual narrative analyses (27 elements) and original compositions (26 elements), with many elements overlapping (21 shared). These results suggest that teaching a wide range of art and design elements can help students acquire a flexible toolkit for reading and composing different kinds of visual texts, expanding their visual literacy. Rather than serving as an end goal, this foundational knowledge offers a focused way of looking that could be combined with other lenses (critical race theory, feminist theory, etc.).","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"66 - 82"},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2019.1569832","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43347988","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}
Pub Date : 2019-03-26DOI: 10.1080/1051144X.2019.1574120
Suriati Abas
Abstract This article provides a practical guide for teaching visual analysis to university students. By adapting Serafini’s curricular and pedagogical framework for teaching multimodal representations to incorporate self-reflection, I evince how visual analysis can be taught in a writing course and similar introductory courses. Using a photograph that juxtaposed Edvard Munch’s iconic image of The Scream, I aim to develop students’ visual literacy (VL) skills in terms of generating interpretations and translating the visual-to-verbal for meaning-making. Given the increasing dominance of visual representations, VL is fundamental to meet contemporary needs and thus, should not be marginalized in higher education.
{"title":"Reading the world – teaching visual analysis in higher education","authors":"Suriati Abas","doi":"10.1080/1051144X.2019.1574120","DOIUrl":"https://doi.org/10.1080/1051144X.2019.1574120","url":null,"abstract":"Abstract This article provides a practical guide for teaching visual analysis to university students. By adapting Serafini’s curricular and pedagogical framework for teaching multimodal representations to incorporate self-reflection, I evince how visual analysis can be taught in a writing course and similar introductory courses. Using a photograph that juxtaposed Edvard Munch’s iconic image of The Scream, I aim to develop students’ visual literacy (VL) skills in terms of generating interpretations and translating the visual-to-verbal for meaning-making. Given the increasing dominance of visual representations, VL is fundamental to meet contemporary needs and thus, should not be marginalized in higher education.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"100 - 109"},"PeriodicalIF":0.0,"publicationDate":"2019-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2019.1574120","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44097129","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}
Pub Date : 2019-03-26DOI: 10.1080/1051144X.2019.1580438
J. Kędra, Rasa Žakevičiūtė
A bilingual five-year-old girl is trying to explain to her mother what she was doing at gymnastics class. Despite her best efforts to overcome the excitement, speaking a mixture of two languages an...
{"title":"Visual literacy practices in higher education: what, why and how?","authors":"J. Kędra, Rasa Žakevičiūtė","doi":"10.1080/1051144X.2019.1580438","DOIUrl":"https://doi.org/10.1080/1051144X.2019.1580438","url":null,"abstract":"A bilingual five-year-old girl is trying to explain to her mother what she was doing at gymnastics class. Despite her best efforts to overcome the excitement, speaking a mixture of two languages an...","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"1 - 7"},"PeriodicalIF":0.0,"publicationDate":"2019-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2019.1580438","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42502158","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}
Pub Date : 2019-03-01DOI: 10.1080/1051144X.2018.1564604
Dana Statton Thompson
Abstract This innovative teaching idea, the Digital Image Guide (DIG) Method, addresses the pressing need to develop visual pedagogies in the university classroom by providing a technique for students to use to critically read digital images. This article also introduces the concept of shallow and deep images. It then explains the difference between the two types of images and how to use the DIG Method to dig deeper in order to understand deep images. By utilizing the DIG Method, students can learn to analyze, interpret, evaluate and comprehend images found on social media sites and around the web, increasing their visual literacy skills in the process.
{"title":"Teaching students to critically read digital images: a visual literacy approach using the DIG method","authors":"Dana Statton Thompson","doi":"10.1080/1051144X.2018.1564604","DOIUrl":"https://doi.org/10.1080/1051144X.2018.1564604","url":null,"abstract":"Abstract This innovative teaching idea, the Digital Image Guide (DIG) Method, addresses the pressing need to develop visual pedagogies in the university classroom by providing a technique for students to use to critically read digital images. This article also introduces the concept of shallow and deep images. It then explains the difference between the two types of images and how to use the DIG Method to dig deeper in order to understand deep images. By utilizing the DIG Method, students can learn to analyze, interpret, evaluate and comprehend images found on social media sites and around the web, increasing their visual literacy skills in the process.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"110 - 119"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2018.1564604","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41546307","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}
Pub Date : 2019-02-23DOI: 10.1080/1051144X.2019.1575043
E. Brumberger
Abstract The multi-disciplinarity of visual literacy has become even more pronounced in an age of digital information. What shared questions do we ask in our research, where does our work intersect and how do those intersections define the field of visual literacy? Through an analysis of the articles published in the Journal of Visual Literacy from its inception in 1981 through 2017, this article aims to identify the research topics and questions that tie together the diverse disciplines in which visual literacy research takes place and to suggest areas for future research. Mapping the questions that drive our research can help us better define the field, better articulate the value of our scholarship and better share our work with those in the communities in which we teach and practice.
{"title":"Past, present, future: mapping the research in visual literacy","authors":"E. Brumberger","doi":"10.1080/1051144X.2019.1575043","DOIUrl":"https://doi.org/10.1080/1051144X.2019.1575043","url":null,"abstract":"Abstract The multi-disciplinarity of visual literacy has become even more pronounced in an age of digital information. What shared questions do we ask in our research, where does our work intersect and how do those intersections define the field of visual literacy? Through an analysis of the articles published in the Journal of Visual Literacy from its inception in 1981 through 2017, this article aims to identify the research topics and questions that tie together the diverse disciplines in which visual literacy research takes place and to suggest areas for future research. Mapping the questions that drive our research can help us better define the field, better articulate the value of our scholarship and better share our work with those in the communities in which we teach and practice.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"165 - 180"},"PeriodicalIF":0.0,"publicationDate":"2019-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2019.1575043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46158630","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}
Pub Date : 2019-01-28DOI: 10.1080/1051144X.2018.1564606
GA McLeod
Abstract Rephotography involves making one or more pictures of the same subject in order to repeat an existing image, usually to show change. Recognized early on as a rigorous visual method for natural sciences, rephotography in popular culture has grown into a popular visual strategy of displaying images of the past within or alongside images of the present, but such images cannot alone explain events that led to their production. While any methodological compromises in scientific applications are usually held to account, the act of rephotographing – as a common and varied set of practices within visual culture – faces far less scrutiny. Focusing on the presence of rephotography in photography education, this paper reports on responses to an explicit rephotographic task given to students of an online MA Photography program and considers compromises regarding two aspects seen as methodologically fundamental: the accuracy applied in revisiting a previously made image and the depth of exploration undertaken in response to it. In doing so, it supports the notion that rephotographing as a way of learning through looking at and making images is vital for the visual literacy of photography students.
{"title":"Rephotography for photographers: discussing methodological compromises by post-graduate online learners of photography","authors":"GA McLeod","doi":"10.1080/1051144X.2018.1564606","DOIUrl":"https://doi.org/10.1080/1051144X.2018.1564606","url":null,"abstract":"Abstract Rephotography involves making one or more pictures of the same subject in order to repeat an existing image, usually to show change. Recognized early on as a rigorous visual method for natural sciences, rephotography in popular culture has grown into a popular visual strategy of displaying images of the past within or alongside images of the present, but such images cannot alone explain events that led to their production. While any methodological compromises in scientific applications are usually held to account, the act of rephotographing – as a common and varied set of practices within visual culture – faces far less scrutiny. Focusing on the presence of rephotography in photography education, this paper reports on responses to an explicit rephotographic task given to students of an online MA Photography program and considers compromises regarding two aspects seen as methodologically fundamental: the accuracy applied in revisiting a previously made image and the depth of exploration undertaken in response to it. In doing so, it supports the notion that rephotographing as a way of learning through looking at and making images is vital for the visual literacy of photography students.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"22 - 45"},"PeriodicalIF":0.0,"publicationDate":"2019-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2018.1564606","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49039466","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}
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