Slow Approach to Visual Literacy in Higher Education

Dana Statton Thompson is a research and instruction librarian at Murray State University in Murray, Kentucky. In this capacity, she supports the teaching, learning, and research of students and faculty within the Arthur J. Bauernfeind College of Business. Dana holds an MLIS, an MA in art history, an MFA in studio art from Louisiana State University in Baton Rouge, Louisiana, and a BA in journalism and studio art from Washington and Lee University in Lexington, Virginia.Stephanie Beene is an associate professor and art, architecture, and planning librarian at the University of New Mexico (UNM) in Albuquerque, New Mexico, where she supports the Art Department within the College of Fine Arts and the entire School of Architecture and Planning. Stephanie received an MSIS from the University of Texas at Austin, an MA in art history from the University of California, Riverside, and a BA in art and art history from Colorado State University.

• Preface, by Dana Statton Thompson Introduction, by Stephanie Beene Part 1 Slow Looking Introduction, by Dana Statton ThompsonLessons for Novice Learners Lesson 1.1: Introducing Slow Learning in the Classroom Lesson 1.2: A Primer for the Principles of Design and the Elements of Art Lesson 1.3: How Textual and Visual Information Complement Each Other Lesson 1.4: Evaluating Data Visualizations for Purpose and Message Lessons for Intermediate Learners Lesson 1.5: How Context Contributes to Our Understanding of an Image Lesson 1.6: How Manipulation Affects Our Understanding of Photography Lesson 1.7: Incorporating the Question Formulation Technique Lesson 1.8: Evaluating Multimodal Works Holistically and in Disparate Parts Lessons for Advanced Learners Lesson 1.9: Critical Visual Literacy and the Western Visual Canon Lesson 1.10: Emerging Technologies, Deep Fakes, and Visual Literacy Lesson 1.11: Algorithmic Literacy and Visual Literacy Lesson 1.12: Examining the Intersection of Data Literacy and Visual Literacy Part 2 Slow Creating Introduction, by Stephanie Beene and Dana Statton ThompsonLessons for Novice Learners Lesson 2.1: Creating and Evaluating Presentations Lesson 2.2: Creating Visual Information in the Form of Concept Maps Lesson 2.3: Creating Simple Data Visualizations Lesson 2.4: Memes as a Pedagogical Tool Lessons for Intermediate Learners Lesson 2.5: Creating an Infographic Lesson 2.6: Visual Literacy and Academic or Professional Poster Creation Lesson 2.7: Community-Engaged Project Lesson 2.8: Creating a Visual Using Generative AI Lessons for Advanced Learners Lesson 2.9: Generative AI for Architecture and Planning Lesson 2.10: Creating More Inclusive Visuals through Alt Text and Image Descriptions Lesson 2.11: Intellectual Property and Creative Commons Licenses Lesson 2.12: LuLaRoe, Misappropriation, and Critical Visual Literacy Part 3 Slow Using Introduction, by Stephanie BeeneLessons for Novice Learners Lesson 3.1: Integrating Visuals into Projects and Papers Lesson 3.2: Using Images within a Google Site Lesson 3.3: Including Images in a Presentation Lesson 3.4: Using Art Images with Various Licenses Lessons for Intermediate Learners Lesson 3.5: Visual Data and Communication Using Digital Sanborn Maps Lesson 3.6: Using Visuals from Curated, Open-Access Image Collections Lesson 3.7: Metacognition, Reflective Thinking, and Critical Visual Literacy Lesson 3.8: Citing Visuals Correctly Using Zotero Bibliographic Management Lessons for Advanced Learners Lesson 3.9: Exploring Ethical Visual Literacy through Tattoos and Body Modification Lesson 3.10: Traveling Soon? Evaluating Rhetorical Messages in Visuals Lesson 3.11: Misinformation and Disinformation via the Pepe the Frog Meme Lesson 3.12: Exploring Appropriation and Indigenous Rights through the Zia Symbol Conclusion, by Stephanie Beene and Dana Statton ThompsonAbout the Authors Index