Visual Literacy Research Articles

Visual Recontextualization Maintains Narrative Integrity Amidst Visual Change in Photo Essay Works

This article discusses visual recontextualization in essay photography with the aim of understanding how visual symbols from various cultural and historical contexts can strengthen visual narratives. Through a semiotic approach, this study shows that essay photos do not only represent what is seen on the surface, but also convey deeper meanings through symbolism and interpretative processes. The findings demonstrate the importance of visual literacy for viewers in interpreting meanings that go beyond visual appearance. The process of recontextualization facilitates the enjoyment of richer emotional and intellectual experiences, making essay photos both documentary and reflective. This study also underlines the need for a deeper understanding of visual signs and symbols in creating meaning, as well as the challenges faced by photographers and viewers in understanding complex layers of meaning. Implications of this study include the need to strengthen visual literacy in the context of photography making and appreciation, as well as recommendations for further research in the fields of semiotics and visual arts

INTERSECÇÕES ENTRE EDUCAÇÃO LINGUÍSTICA, LETRAMENTOS VISUAIS, SEXUALIDADES E GÊNEROS: UM ENCONTRO (IM)POSSÍVEL?

ABSTRACT This article seeks to revisit the place of genders and sexualities in language education. It emphasizes the importance of addressing the languages of marginalized non-hegemonic bodies, including non-heterosexual/heteronormative bodies, bodies who continue to face abjection and exclusion in contemporary societies. It investigates the (im)possible and (im)probable encounter amongst language education and pedagogies focused on difference, sexualities, genders and their intersections with visual literacies. The research adopts a qualitative methodology and the methods of investigation involve review of literature, alongside digital document analysis through visual literacy methodologies in which images on social media platforms are interpreted as meaning making processes. Section 1 discusses the concepts of genders and sexualities by focusing on nonheteronormative and non-heterosexual existences. Section 2 contends that language education, visual literacies and gender and sexuality studies could and should be in constant dialogue in language classes. Finally, the article offers four praxeologies for language teacher education amidst the intersections of sexualities, and genders.

비주얼 리터러시에 기반 한 유아 STEAM 교육 프로그램 개발을 위한 델파이 조사 연구

Objectives The purpose of this study is to establish the basis for program development by deriving the educational objectives, educational content, educational methods, and teacher roles of an early childhood STEAM education program based on visual literacy by analyzing the opinions of 14 expert panelists. Methods For this purpose, a panel of 14 experts in early childhood education, art, music, and science and engineering was selected, and a Delphi survey was conducted three times in total. The first Delphi survey consisting of open-ended questions was subjected to content analysis, and the second and third Delphi surveys were conducted using the SPSS 22.0 program to calculate the mean, standard deviation, median, quartile, CVR value, agreement, convergence, and stability. Results First, the definition and components of early childhood visual literacy were conceptualized, and the components of visual literacy were matched with the learning criteria frame of early childhood STEAM education. Second, the educational goal areas of visual literacy-based early childhood STEAM education were derived as ‘development of convergent thinking skills’, ‘development of creativity’, and ‘development of visual literacy’, etc. And the educational content was derived as ‘linked to the curriculum’, ‘child-centered play-centered’, ‘use of visual materials’, ‘creative experience’, and ‘linked to STEAM educational elements’. The educational methods include ‘child-centered, play-centered education linked to the curriculum’, etc and ‘problem-solving-centered education’, and the roles of teachers include ‘linguistic and media-based social support’ and ‘understanding of individual differences in children’s temperament, interests, and developmental levels’, etc. Conclusions This study is significant in that it conceptualizes the definition and components of visual literacy suitable for young children and explores ways to effectively connect visual literacy with STEAM education. It is also significant in that it provides basic data for developing early childhood STEAM education programs based on visual literacy and suggests specific measures to enhance the practicality of this education in the future.

Making Hidden Sustainable Urban Planning and Landscape Knowledge Visual and Multisensorial

Many cityscapes and landscapes create reactions of awe due to their unexpected characteristics or uniqueness. First glance observations may not reveal or enable the understanding of all natural, social, economic, environmental, and cultural processes taking place at a given moment or, particularly, how those places have evolved and been transformed into being what they are today. Research helps to uncover hidden layers of reality and make sense of relationships among elements, dimensions, and processes. Distinct research styles of variable intensity and comprehensiveness are required to respond to the needs of multiple stakeholders. Quantitative research methods have become increasingly sophisticated, and while they serve to enhance one’s knowledge of complex phenomena, they can also be difficult to understand. To what extent can urban planners and landscape architects utilize visual and multisensorial literacies to bring about more transparency and significance to territorial transformation processes? This paper analyzes how four educational and research programs implemented at the University at Albany built upon visual and multisensorial research methods to augment educational outcomes, bolster scholarly significance, and provide up-to-date knowledge to empower concerned stakeholders to help change unsustainable urbanization practices, social inequities and injustices in cities, car dependence and sedentary lifestyles, protect natural resources and livelihoods, while reducing environmental and social harm. The methods comprised literature reviews, self-reflections on the implemented programs, and analyses of participant evaluations of various outreach activities. The paper concludes with remarks for other researchers interested in making their pedagogical and scholarly activities more effective and rewarding for themselves and their intended beneficiaries.

Educate educators: Interactive infographics hands-on-training to foster teacher's visual literacy

The lack of ability among SMPN 1 Jamblang teachers to utilize infographics resulted in low student engagement and a lack of variation in teaching methods. This community service aimed to improve teachers' ability to use infographics as interactive and effective learning tools to enhance the quality of education and student engagement. Activities included initial socialization and a focus group discussion (FGD), followed by a workshop on creating infographics using Canva and Prezi, and training on effective design principles. Monitoring and evaluation were conducted via WhatsApp groups and collaborative assignments uploaded to Google Drive to facilitate feedback and peer learning. Results showed increased teacher proficiency in creating informative and engaging infographics, boosted self-confidence (particularly among teachers previously struggling with technology), and greater enthusiasm for and integration of technology into teaching.

The Students’ Perception of Using Visual Literacy in English Language Learning: A Descriptive Study

English as a global lingua franca presents challenges for students in understanding the language in Indonesia, where English is taught as a foreign language. This study aims to explore students' perceptions of the use of visual literacy in English language learning. The use of visual literacy, such as images and videos, has been shown to help improve students' comprehension and engagement in the learning process. The research method used is a descriptive qualitative approach involving seventh-grade students at a middle school in Jember, Indonesia. Data were collected through observations and interviews. The results showed that visual literacy has a positive impact on students' understanding of English language material. Students find it easier to grasp concepts when supported by visual media. Additionally, the use of visual literacy also increases students' motivation and interest in learning, making the learning process more interactive and enjoyable. In the independent curriculum, English language learning encompasses six skills: listening, speaking, reading, writing, reflecting, and presenting, all of which can be supported by the use of visual literacy. Visual literacy not only facilitates the understanding of vocabulary but also encourages students to think critically and creatively through visual interpretation. This creates a more dynamic learning environment and fosters active participation from students. The conclusion of this study is that visual literacy can be an effective tool in enhancing the quality of English language learning, particularly in helping students to understand or remember vocabulary and enhancing students’ English language skills.

Community-based explorations and visual literacies: A key interplay to enhance writing skills in early high school students

This paper presents the outcomes and findings of a qualitative study aimed to describe the effects of combining visual literacies with Community-Based Pedagogies (CBP) to enhance writing skills in early high school learners. The data was gathered through community mapping reports, a needs analysis instrument, students’ artifacts, a focus group, and teacher's field notes. This action research revealed how students, through systematic and consistent work, were smoothly guided in the writing process with the help of visual elements that served as triggers or supporters to produce short texts in which their voices were relevant by exploring their context and portraying their realities. The triangulation of the different instruments within the grounded analysis (Saunders et al., 2012), indicated a rise in the students’ quantity and quality of the writing production in the foreign language and a learners' genuine interest in writing assuming an active role. Based on the available findings, they contribute significantly to nurturing English language teaching practices in public schools by boosting students’ writing skills through the cognizant use of information about the surrounding contexts combined with visual stimuli as a valuable source.

“Visual thinking strategies” improves radiographic observational skills but not chart interpretation in third and fourth year veterinary students

The ability to observe and interpret images and clinical information is essential for veterinarians in clinical practice. The purpose of this study is to determine the utility of a novel teaching method in veterinary medicine, the incorporation of art interpretation using the Visual Thinking Strategies (VTS), on students’ observational and clinical interpretation skills when evaluating radiographs and patient charts. Students were asked to observe and interpret a set of radiographs and a patient chart, subsequently involved in art interpretation using VTS, and then asked to observe and interpret a different set of radiographs and a different patient chart. Qualitative and quantitative analysis was performed, including scoring of observations and interpretations by a radiologist and emergency and critical care resident. For radiographs, observation and interpretation scores increased significantly after VTS. There was no change in patient chart observation or interpretation scores after VTS. Broadly, VTS provided creative thinking and visual literacy exercises that students felt pushed students them to think more openly, notice subtleties, use evidential reasoning, identify thinking processes, and integrate details into a narrative. However, its impact on clinical reasoning, as assessed by chart observation and interpretation scores, was uncertain. Further studies are needed to determine the optimal way to incorporate art interpretation in the veterinary medical curriculum.

Digital Literacy in Visual Content: English Literature Students’ Perspective of Universitas Negeri Medan towards Instagram Posts in @rappersrelated Account

This research explores English Literature students’ perspectives on digital literacy through visual content on the @rappersrelated Instagram account. The main focus is how this platform facilitates digital literacy skills by using design composition analysis, supporting critical thinking, and enriching aesthetic appreciation and cultural trends. This research used qualitative methods with the participation of 10 UNIMED English Literature 7th semester students to gain in-depth insights into their experiences. Thematic analysis showed that Instagram enhances visual literacy, but also faces challenges such as ambiguous interpretation and limited cultural context. The findings provide valuable insights into the role of social media in supporting digital literacy in the digital age.

Samhällsfrågor bortom punkterna - elevers resonerande utifrån punktdiagram i samhällskunskap

Societal issues are characterized by relationships that are often difficult for students to grasp. Visual models, such as graphs, are commonly used in social studies teaching to assist students with this. However, interpreting graphs is a skill that students need to develop. The purpose of this article is to develop an understanding of what needs to be highlighted in Social Science education to create conditions for students to engage in qualified reasoning about the relationship between different factors related to a social issue, specifically through graphs (more specifically plot diagrams). The relationship between visual literacy and teaching and learning in Social Science is also discussed. The empirical data comprise 72 recorded and transcribed group discussions where students aged 12-17 discuss the relationship between GDP per capita and carbon dioxide emission levels per capita in different countries, and the fertility rate per woman and girls' education levels in different countries, using two plot diagrams. The data were analyzed phenomenographically to identify qualitatively different ways of experiencing Social Science plot diagrams and critical aspects needed to be to discerned for more qualified conceptions. Five conceptions were identified along with four critical aspects: identifying the overall pattern, the deviations, underlying factors of the pattern, and the dynamic nature of the graph and thus the social issue illustrated. The importance of providing students with opportunities to discuss "beyond" the graph and thus develop the ability to engage in qualified reasoning about the relationship between different factors related to a societal issue is discussed.

‘Comme si quelqu’un écrivait à ma place: ’ Materiality and Interactivity in Exaheva’s Digital Comics

ABSTRACT: As part of an emerging generation of comics creators in Belgium, Exaheva’s art resists binaries and challenges an assumed disembodied reader of Franco-Belgian bande dessinée. This article places tools from comics and visual studies in conversation with queer and reception theories to analyze three of Exaheva’s comics: apocalyptic short story Slowly , sci-fi series Mekka Nikki, and interactive comic Still Heroes . By considering how these stories meet readers across virtual and physical spaces, I argue that Exaheva’s comics take visual pleasure in fictional storytelling seriously while also pointing to the nuanced visual literacies required to decode these approachable stories and characters.

Advancing Visual Literacy: Innovative Use of Artificial Intelligence Generated Meme Images as an Effective Tool in the Context of Media Communication

This article explores research into the use of meme images generated by artificial intelligence as a means of media communication in the context of students oriented to work in the cultural and creative industries sector. The aim of the primary descriptive research is to analyse the ability of future cultural and creative professionals in the context of visual literacy to distinguish the source of content, i. e. to identify whether a given image comes from an artificially intelligent system or from a human user. The paper registers the impact of these technological tools on students’ communication skills and creative potential and evaluates the possibilities of their integration into the educational process. Furthermore, this research provides insight into how emerging technologies, like AI, could be integrated into educational processes to support innovative teaching methods. By assessing the benefits and challenges of incorporating AI-generated content in academic environments, the study highlights the importance of preparing students for a future where AI is a key element of media communication. This perspective underscores the role of educational institutions in equipping students with the skills to critically engage with and leverage AI tools, thus fostering a media-savvy and adaptable workforce ready for the demands of the cultural and creative industries. The findings of this research will contribute to understanding the impact of AI on student competencies in media communication, offering a valuable resource for academics and educators seeking to integrate new technologies into their teaching practices.

За творческите подходи към илюстрирането на книги

The paper is devoted to various creative approaches that an artist can apply to book design and illustration. These approaches are accompanied by examples of works by famous artists. The conclusion is made that the systematic analysis of creative approaches to book illustration in classes with students is important for increasing their visual literacy, activating creative thinking and developing professional skills.

Visual media literacy: educational strategies to combat image and video disinformation on social media

The proliferation of misinformation on social media, particularly through manipulated visual content, poses significant challenges. This study explores the role of visual media literacy in addressing these challenges, focusing on its application in educational settings in Jordan. Employing a mixed-methods approach, the research integrates semi-structured interviews with 18 university media literacy educators and a quantitative case study analyzing rumor dissemination from January to August 2024. The aim is to develop strategies that enhance critical evaluation skills among students, equipping them to navigate and discern the vast array of visual information encountered online. The findings reveal that educators utilize specific strategies, such as employing reverse image searches and cross-referencing with reputable sources, to ensure students grasp the importance of verifying the authenticity of visual content. Educators also emphasize the need to contextualize visual media by analyzing the creator's background and motivations, thereby uncovering potential biases and promoting a more nuanced understanding of visual messages. Moreover, the study highlights the critical role of the Picture Superiority Effect (PSE) in visual media literacy, illustrating how images are more likely to influence memory and perception than text. The case study provides empirical evidence of the pervasiveness of misinformation, with 481 rumors recorded over 8 months, 85.5% of which were disseminated via social media platforms and 58% related to political and security issues. Educators address these challenges by teaching students to critically engage with images and videos, recognizing the power of visuals to shape opinions. The findings of this research are crucial for educators and policymakers, aiding in the creation of a more informed and resilient society better equipped to counter disinformation.

Envisioning Archival Images with Artificial Intelligence

The literature review explores the role of Artificial Intelligence (AI) in enhancing access to and management of photographic archives. As digital and analog photographs proliferate in archival institutions, traditional approaches to organizing and describing these materials are increasingly inadequate. The review highlights the potential of AI, particularly computer vision (CV), to address the challenges associated with processing large volumes of digital images. CV algorithms, such as object detection and image classification, can automate tasks like image metadata generation, offering archivists new tools for organizing collections more efficiently. However, the adoption of AI in archival practice raises important ethical concerns, particularly regarding biases inherent in AI training datasets and technologies like facial recognition. Through various case studies, the review demonstrates that interdisciplinary collaboration between archivists, AI specialists, and scholars is crucial to developing effective AIdriven solutions. Projects like CAMPI and the Finnish Wartime Photograph Archive illustrate the practical benefits of AI, while emphasizing the need for archivists to develop AI and visual literacy. This review serves as a foundational resource for archival scholars and practitioners interested in utilizing AI to improve access to photographic archives.

Evaluating the visual literacy of the Kuwaiti government’s Arabic infographics during the COVID-19 pandemic: an automated visual analysis and AI approach

PurposeWith infographics emerging as key communication tools on social media platforms, this study explores the visual literacy of governments in creating effective infographics, especially during crises. Using the Kuwaiti government during the COVID-19 pandemic as a case study, the investigation evaluates the government’s visual competency and strategy in its infographics on X.Design/methodology/approachFor competence, AI-based techniques were employed to analyze the proportion of text region size to total infographic size, word count per infographic and the most prominent colors used. Regarding strategy, the study utilized the crisis and emergency risk communication (CERC) model as a framework to examine how the Kuwaiti government integrated crisis communication response strategies into infographics.FindingsWhen communicating complex messages, the government resorted to text-heavy infographics instead of creative visualizations, casting doubt on its visual competence. The inconsistent use of colors further undermined a recognizable visual identity. Regarding strategy, infographics on crisis updates were most frequent, supporting CERC’s emphasis on reducing uncertainty. Yet, prioritizing bolstering strategies above empathy and action steps goes against the advice of existing literature.Originality/valueWhile crisis communication research is widely based on textual analysis, this study extends the literature by examining visuals, specifically infographics. Additionally, focusing on Arabic infographics from Kuwait, the study expands the crisis communication literature, which has mainly concentrated on Western countries and the English language. Given the lack of consensus on the best methods to measure visual literacy, this study’s AI approaches contribute to the literature.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-03-2024-0172

An Investigation of the Relationship between Secondary School Students' Visual Literacy Levels and their Attitudes towards Digital Images

Living in a world rich in digital images requires students and educators to have more visual literacy skills. The aim of this study is to examine the attitudes and visual literacy of secondary school students towards digital images on a relational basis. 188 secondary school students from two private schools in Türkiye participated in the study conducted with the comparative relational screening model. ‘Visual Literacy Scale’ and ‘Attitude Towards Digital Images Scale’ were used to collect the research data. Descriptive statistics, Independent T test and Pearson Correlation Coefficient Techniques were used in the analysis of the study data. According to the research findings, the attitudes and visual literacy of the participating secondary school students towards digital images were found to be high. The attitudes and visual literacy of secondary school students towards digital images differ according to the gender variable. Finally, significant and positive relationships were found between the attitudes of secondary school students towards digital images and their visual literacy.

Probing visual literacy skills reveals unexpected student conceptions of chromosomes.

Molecular biology can be challenging for undergraduate students because it requires visual literacy skills to interpret abstract representations of submicroscopic concepts, structures and processes. The Conceptual-Reasoning-Mode framework suggests that visual literacy relies on applying conceptual knowledge to appropriately reason with the different ways of representing concepts in molecular biology. We used this framework to specifically explore visual literacy related to chromosomes. We conducted 35 semi-structured interviews with students who had taken at least a year of college-level biology courses, and we asked them to sketch chromosomes, interpret an abstract representation of chromosomes, and use the abstract representation to answer a multiple-choice question about meiosis. While many participants used the correct vocabulary to describe chromosome structure and function, probing their visual literacy skills revealed gaps in their understanding. Notably, 97% of participants (34 of 35) held conceptual errors related to chromosome structure and function, which were often only revealed in their sketches or explanations of their sketches. Our findings highlight the importance of scaffolding visual literacy skills into instruction by teaching with a variety of visual models and engaging students in using and interpreting the conventions of abstract representations of chromosomes.

Development of E-Modules Assisted By Augmented Reality on Alternative Energy Material

The ability to interpret, use, and create visual media to improve processes, decision-making, communication, and learning is known as visual literacy. Learning that trains visual literacy is needed to prepare students' abilities in the future. The purpose of this research is to develop and identify the feasibility of Augmented Reality-assisted E-Module on alternative energy materials in training literacy. The research method used is Research and Development (R&D) with the ADDIE development model. This research only carried out three stages of the ADDIE development model, namely: Analysis, Design, and Development. To identify the feasibility of the E-Module, validation and testing are carried out. Validation was carried out by 3 physics lecturers and 2 physics teachers with a result of 91% (very feasible category). Then in the rumpang test, it showed a readability level of 96.2% (independent category). So it can be concluded that the E-Module is easy to understand and can be used independently by each student.

Task design, L1 literacy, and second language oracy

Abstract This paper reports a replication of part of Tavakoli and Foster’s (2008) investigation into the influence of narrative task design on second language (L2) oral performance. The initial study found in part that narratives with both foreground and background information elicited significantly greater syntactic complexity than those with only foreground information. This close replication adds the variable of literacy, conducting the study with adult refugees to New Zealand with low first language (L1) literacy. Participants narrated two of the four cartoon strips in Tavakoli and Foster (2008). In contrast to the initial study, background information in the narrative tasks had no impact on the syntactic complexity, lexical diversity, or fluency of performances. However, given the tendency of participants to omit background events, this outcome is discussed in terms of visual literacy, and aptness to describe rather than connect the cartoon frames. The implications for the use of narrative tasks with such learners are explored.