EDIT 5564: Visual Literacy

× Discontinuance of ITMA Program:

Please be aware that the ITMA program will be phased out over the next two academic years while the School of Education engages in curricular restructuring. I understand this may be disappointing news; please know we remain committed to ensuring you successfully complete your degree in a timely manner.

We have reached out to the faculty in the ITMA program to help plan for the phase-out of the current curriculum. To support students currently enrolled, we will be preparing a plan of study for each student enrolled in the ITMA program to allow students to finish their program within two academic years.

Please check your email for additional communication regarding the phase-out process and course offerings. Should you have any questions, please reach out to Dr. Nancy Bradley, Associate Director of the Office of Academic Programs at nbradley@vt.edu.

We look forward to assisting you in the successful completion of your degree!

Introduction

Welcome to EDIT 5564: Visual Literacy. In your professional life, education and daily life, you will encounter and interact with images and visual materials on a regular basis. This course will provide you with the knowledge and skills to be visually literate both in your daily life and in an instructional design context. Someone who is visually literate cannot only critically consume and interpret visual messages; they can also design and develop effective visuals in a variety of settings. In this course you will learn how to effectively find, interpret, use analyze, evaluate, design, and create visual messages and understand ethical issues surrounding the access to and creation of visual media.

Course Objectives (1)

Find and access needed images and visual media effectively and efficiently
Interpret and analyze the meanings of images and visual media
Evaluate images and their sources
Use images and visual media effectively
Design and create meaningful images and visual media
Understand many of the ethical, legal, social, and economic issues surrounding the creation and use of images and visual media, and access and use visual materials ethically
Integrate visuals in your professional life

Lessons

Lessons	Description
Lesson 1: Introduction to visual literacy	In this lesson, you will be introduced to visual literacy. You will learn what visual literacy is and why it is important to be visually literate. You will find examples of visuals that you believe are particularly effective and visuals that may rather be ineffective for the purpose they have.
Lesson 2: Visuals and perception	You will learn how the brain processes visual information and how people perceive these visuals. You will learn about Gestalt psychology and cognitive information processing of visuals.
Lesson 3: Visuals and emotions	You will learn about Bang’s visual principles and learn how visuals can convey certain emotions. You will analyze such visuals and will also create visuals that convey specific emotions.
Lesson 4: Visuals and semiotics	You will learn the basic principles of semiotics. You will learn about signs, signifiers, denotation, connotation, myths, and stereotypes. You will analyze and evaluate images based on semiotic concepts.
Lesson 5: Visuals and photography	You will learn basic principles of photography. You will create photographs and learn about concepts such as the rule of thirds, ISO, depth of field, aperture, and shutter speed.
Lesson 6: Visuals that move	In this lesson, we will transition from analyzing and creating still-images to moving images. The focus is on the analysis and creation of video. You will learn about basic cinematographic and mise-en-scene concepts.
Lesson 7: Data visualization and infographics	While words and speech are often used in training and instruction, visuals are much less used. People often do not find it easy to visualize information. In this lesson, you will learn how to visualize data and information. You will create your own infographic.
Lesson 8: Visuals and storytelling	In this lesson, you will learn how to tell stories with visuals. You will analyze wordless stories and design their own visual story.
Lesson 9: Visuals and ethics	You will learn about the ethical, legal, social, and economic issues surrounding the creation and use of images and visual media, and access and use visual materials ethically. You will discuss the use of Photoshopped and doctored images. They will also learn about copyright issues regarding the use of visuals.
Lesson 10: Visuals and learning	In this lesson, you will learn how visuals can enhance learning. You will learn and apply principles that have been proven to promote learning. You will also design and develop visuals to enhance learning.

Readings Required Materials

For this course you will be asked to read various articles and book chapters. All books and articles used in this course should be available online via the Virginia Tech University Libraries. Below, see the lessons and associated readings.

Lessons	Readings
Lesson 1: Introduction to visual literacy	Required: Felten, P. (2008). Visual literacy, Change: The Magazine of Higher Learning, 40(6), 60-64, DOI: 10.3200/CHNG.40.6.60-64 Recommended: Bamford, A. (2003). The visual literacy white paper. Adobe Systems.
Lesson 2: Visuals and perception	Required: Chapter 2: Gestalt Grouping (pp. 25-68) of the book: Zakia, R. D. (2013). Perception and imaging: Photography a way of seeing. New York: Focal Press. Required: Section 1: Getting Graphics (pp. 19-40) of the book: Malamed, C. (2011). Section One: Getting Graphics. Visual language for designers: Principles for creating graphics that people understand. Rockport Pub.
Lesson 3: Visuals and emotions	Required: None Recommended: Bang, M. (2000). Picture this: How pictures work. San Francisco, CA: Chronicle Books.
Lesson 4: Visuals and semiotics	Required: Streeter, T. (1998). Introduction to Semiotics and Media. Retrieved from www.uvm.edu/~tstreete/semiotics_and_ads/introduction.html Required: Bignell, J. (2002). Media semiotics: An introduction. New York; Manchester: Manchester University Press.
Lesson 5: Visuals and photography	Required: None
Lesson 6: Visuals that move	Required: Yale University’s Film Studies Program. (2002). Mise-en-scene. Retrieved from http://filmanalysis.yctl.org/htmfiles/mise-en-scene.htm Recommended: Chapter 2: Exploring a Material World: Mise-en-Scène (pp. 42-74) of the book: Corrigan, T., & White, P. (2004). The film experience: An introduction. Basingstoke, UK: Palgrave MacMillan.
Lesson 7: Data visualization and infographics	Required: Chapter 6: Designing Infographics (pp. 271-303 and Chapter 7: Design Resources (pp. 305-338) of the book: Krum, R. (2014). Cool infographics: Effective communication with data visualization and design. Indianapolis, Indiana: John Wiley & Sons.
Lesson 9: Visuals and ethics	Required: DeVoss, D. N., & Platt, J. (2011). Image manipulation and ethics in a digital-visual world. Computers and Composition Online. Retrieved from http://www2.bgsu.edu/departments/english/cconline/ethics_special_issue/DEVOSS_PLATT/ Recommended: Association of Research Libraries. (2007). Know your copy rights. Retrieved from http://www.knowyourcopyrights.org/storage/documents/kycrbrochure.pdf
Lesson 10: Visuals and learning	Required: Chapter 4: Graphics and Learning (pp. 49-63) from: Clark, R. C., & Lyons, C. C. (2011). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials. San Francisco: Pfeiffer. You are also required to choose two of the following chapters from the same book (of Clark & Lyons, 2011): Chapter 5: Plan Graphics That Direct Attention (pp. 65-83) Chapter 6: Plan Graphics That Leverage Prior Knowledge (pp. 85-95) Chapter 7: Plan Graphics That Minimize Irrelevant Mental Load (pp. 97-113) Chapter 8: Plan Graphics to Help Learners Build Mental Models (pp. 115-133) Chapter 9: Plan Graphics That Support Transfer of Learning (pp. 135-150) Chapter 10: Plan Graphics for Motivation and Learning (pp. 153-166)

Course Grading

The following scale will be used in determining final grades:

Points	Percentage	Grade
232 - 250	93-100%	A
225 - 231	90-92%	A-
217 - 224	87-89%	B+
207 - 216	83-86%	B
200 - 206	80-82%	B-
192 - 199	77-79%	C+
182 - 191	73-76%	C
175 - 181	70-72%	C-
167 - 174	67-69%	D+
157 - 166	63-66%	D
150 - 156	60-62%	D-

Submitting Assignments

We have created an online student interface that allows you to submit assignments, check grades, and review the assignment rubrics. This will allow the graders to organize and grade your activities in a timely manner, and provide useful feedback. When an assignment has been graded you will then be able to log back into this interface to view your score and any feedback that was given. The student interface will also allow you to review the grading rubrics for each assignment. Please bookmark this direct link to the SASI (online student interface).

Honor Code

Each learner is expected to abide by the Virginia Tech Graduate Honor System Pledge, as stated below. All assignments and activities in this course are expected to be the learner's own work; no outside assistance may be used.

The tenets of the Virginia Tech Graduate Honor Code will be strictly enforced in this course, and all assignments shall be subject to the stipulations of the Graduate Honor Code. For more information on the Graduate Honor Code, please refer to the GHS Constitution at http://ghs.graduateschool.vt.edu/

Support

If you have any questions about this module, please contact us at itma@vt.edu

References

Lessons	References
Use of images/vectors throughout the course	All vectors are either adapted from Freepik.com or created by Evelien Schilder unless otherwise noted. The course content and images have been created by Evelien Schilder unless otherwise noted.
Course Overview	Association of College & Research Libraries. (2011). ACRL visual literacy competency standards for higher education. Retrieved from http://www.ala.org/acrl/standards/visualliteracy
Lesson 1: Introduction to visual literacy	Felten, P. (2008). Visual literacy, Change: The Magazine of Higher Learning, 40(6), 60-64, DOI: 10.3200/CHNG.40.6.60-64 Metros, S. E. (2008). The educator's role in preparing visually literate learners. Theory into Practice, 47(2), 102-109. Oxford English Dictionary. (2010). Oxford, United Kingdom: Oxford University Press.
Lesson 2: Visuals and perception	Malamed, C. (2009). Visual language for designers: Principles for creating graphics that people understand. Beverly, Massachusetts: Rockport Publishers. Oxford English Dictionary. (2010). Oxford, United Kingdom: Oxford University Press. Zakia, R. D. (2013). Chapter 2: Gestalt grouping. Perception and imaging: Photography a way of seeing. New York: Focal Press.
Lesson 3: Visuals and emotions	Image sources http://fc04.deviantart.net/fs70/i/2012/199/c/7/sad_teddy_by_trinefina-d57pa3z.jpg http://www.wallpaperup.com/uploads/wallpapers/2013/12/30/210447/68bfb079b20f6506f26620763e31dfa3.jpg http://img-1.onedio.com/img/2r0/53b690389c54d0f049ee0975.jpg http://image.desk7.net/Landscape%20Wallpapers/10275_1280x800.jpg Other references Bang, M. (2000). Picture this: How pictures work. San Francisco, California: Chronicle Books LLC.
Lesson 4: Visuals and semiotics	Bignell, J. (2002). Media semiotics: An introduction. Manchester, UK: Manchester University Press. Chandler, D. (2014). Semiotics for beginners. Retrieved from http://visual-memory.co.uk/daniel/Documents/S4B/sem10.html Streeter, T. (1998). Introduction to semiotics and media. Retrieved from www.uvm.edu/~tstreete/semiotics_and_ads/introduction.html
Lesson 5: Visuals and photography	All images in this lesson have been taken by Evelien Schilder and Tonny Schilder
Lesson 6: Visuals that move	Artis, A. Q. (2008). The shut up and shoot documentary guide. Oxford: Elsevier. Barrance, T. (2014). Learn about film (videos on shot sizes and camera angles and position). Retrieved from http://vimeo.com/learnaboutfilm Black, J. (2002). The reality effect: Film culture and the graphic imperative. New York: Routledge. Giannetti, L. D. (2014). Understanding movies. Englewood Cliffs, N.J: Prentice Hall. All images in this lesson have been taken by Evelien (models have signed release forms)
Lesson 7: Data visualization and infographics	IBM. (2012). Demystifying big data: Decoding the big data commission report. Retrieved from https://www-304.ibm.com/events/wwe/grp/grp004.nsf/vLookupPDFs/Tim%20Paydos%27%20Presentation/$file/Tim%20Paydos%27%20Presentation.pdf Krum, R. (2014). Cool infographics: Effective communication with data visualization and design. Indianapolis, Indiana: John Wiley & Sons. Malamed, C. (2009). Visual language for designers: Principles for creating graphics that people understand. Beverly, Massachusetts: Rockport Publishers. Office of National Statistics. (2013). Infographic guidelines. Retrieved from http://theidpblog.files.wordpress.com/2013/10/infographic-guidelines-v1-0.pdf
Lesson 8: Visuals and storytelling	Lambert, J. (2010). Digital storytelling cookbook. Retrieved from http://static.squarespace.com/static/505a3ab2e4b0f1416c7df69a/t/51c3458be4b096e91f04d680/1371751819981/cookbook_sample.pdf Lidwell, W., Holden, K., & Butler, J. (2010). Universal principles of design. Beverly, MA: Rockport Publishers Matthews-DeNatale, G. (2008). Digital storytelling, tips and resources. Retrieved from https://net.educause.edu/ir/library/pdf/ELI08167B.pdf Schank, R. (1995).Tell me a story: Narrative and Intelligence. Northwestern University Press. ISBN 0-8101-1313-9.
Lesson 9: Visuals and ethics	Association of Research Libraries. (2007). Know your copy rights. Retrieved from http://www.knowyourcopyrights.org/bm~doc/kycrbrochure.pdf DeVoss, D. N., & Platt, J. (2011). Image manipulation and ethics in a digital-visual world. Computers and Composition Online. Retrieved from http://www.bgsu.edu/cconline/ethics_special_issue/DEVOSS_PLATT/ Grabe, S., Ward, L. M., & Hyde, J. S. (2008). The role of the media in body image concerns among women: A meta-analysis of experimental and correlational studies. Psychological Bulletin, 134(3), 460-476. doi:10.1037/0033-2909.134.3.460 Metropolitan Museum of Art. (2012). Faking it: Manipulated photography before Photoshop. Retrieved from http://www.metmuseum.org/exhibitions/listings/2012/faking%20it
Lesson 10: Visuals and learning	Clark, R. C., & Lyons, C. C. (2011). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials. San Francisco: Pfeiffer. Image sources: Evelien Schilder, Freepik, NASA/Goddard Space Flight Center, Mariana Ruiz Villarreal

(1) These objectives closely align with ACRL’s Visual Literacy Competency Standards for Higher Education: http://www.ala.org/acrl/standards/visualliteracy.