Group items tagged

A quick guide to visual literacy and sources for more information, from the Association of College and Research Libraries

A collection of resources on visual thinking in teaching and learning.

A study of images used by articles in selected history journals from 2000 to 2009 shows no increase in the use of images, despite the boom in online images generally and digitized historical images in particular. How should this impact digitization strategies and visual literacy efforts?

How do you look at a map, and understand it as an argument about data? And how do you recognize common holes in those arguments? This might be a useful reading for courses with a mapping (or map-reading) component.

A great article about map design, from the simple ("does that data really need to be on a map?") to the complex ("normalize your cloropleth"). Includes a couple of recommendations for mapping tools at the end.

Infographic creation tools let students explore data in different ways, think about different ways to present that data to make an argument, and become more critical consumers of the glossy charts and graphs which are increasing in our media.

This is the VRA's statement on how fair use of still images can be applied in many instances in an educational setting. Such instances include use by teachers in lessons and by students in transforming a work for an assignment (among others).

Interesting podcast episode about incorporating physical art and artifacts in teaching, and the ways they can prompt a variety of disciplinary thinking and observational skills.

While aimed at younger students, these techniques for reading images and discussing the ways that some images become "iconic" are great prompts for college students as well.

The study focuses on the pedagogical implications of the widespread use of the digital format. However, while changes in the teaching-learning dynamic and the teacher-student relationship were at the core of the study, related issues concerning supply, support and infrastructure rapidly became part of its fabric. These topics include the quality of image resources, image functionality, management, deployment and the skills required for optimum use (digital and image "literacies").

At the GLCA/GLAA Consortium for Teaching and Learning Katy Crossley-Frolick at Denison University discusses her use of a dialogue mapping tool to help students unpack complex concepts.

Would emojis, bitmojis, or memes be useful ways for you to deliver quick bursts of (positive) feedback?