1. New Wine into Old Wineskins? Adding the Visual to Information Literacy Instruction Carol A. Leibiger, PhD., MSLIS Alan W. Aldrich, M.A., MLIS University Libraries, University of South Dakota

2. In the beginning was the image…

3. Increasing literacy privileged the verbal

4. Education teaches us to think critically about words

5. IL Standards (2000) seem to deal with verbal information 1. The information literate student determines the nature and extent of the information needed. 2. The information literate student accesses needed information effectively and efficiently. 3. The information literate student evaluates information and its sources critically and incorporates selected information into his/her knowledge base and value system. 4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. 5. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

6. Visual information “rules” The amount of electronic data produced by computers, cameras, recorders, etc. surpassed the ability to store it in 2007 (@ c. 250 exabytes). Only 5% of information is structured (words or numbers); the rest is images, phone calls, etc. “A Special Report on Managing Information: Data, Data Everywhere,” The Economist, www.economist.com/specialreports/displaystory.cfm?sto ry_id=15557443 (retrieved March 15, 2010).

7. We are awash in a sea of information…

8. …much of it visual

9. Visual images are powerful information carriers In a study of 1,000 women 15 years of age or older, 36% had experienced emotional abuse while growing up; 43% had experienced some form of abuse as children or adolescents; 39% reported experiencing emotional abuse in a relationship in the past five years. Women's College Hospital. (1995). Canadian women's health test. Toronto. http://www.child-abuse-effects.com/emotional-abuse- statistics.html

10. Visuals with texts are more memorable (pictorial superiority effect)

11. Visual literacy standards focus on images

12. ACRL Visual Literacy Standards

13. IL/VL Standards: Separate or inclusive? Information Literacy Competency Standards for Higher Education Visual Literacy Competency Standards for Higher Education 1. The information literate student determines the nature and extent of the information needed. 1. The visually literate student determines the nature and extent of the visual materials needed. 2. The information literate student accesses needed information effectively and efficiently. 2. The visually literate student finds and accesses needed images and visual media effectively and efficiently. 3. The visually literate student interprets and analyzes the meanings of images and visual media. 3. The information literate student evaluates information and its sources critically and incorporates selected information into his/her knowledge base and value system. 4. The visually literate student evaluates images and their sources. 4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. 5. The visually literate student uses images and visual media effectively. 6. The visually literate student designs and creates meaningful images and visual media. 5. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. 7. The visually literate student understands many of the ethical, legal, social, and economic issues surrounding the creation and use of images and visual media, and accesses and uses visual materials ethically.

14. Issues of IL vs. VL differentiation Do the “classic” IL standards apply only to words or various kinds of information? Do we need separate IL standards for every different kind of information? Can the “classic” IL standards be tweaked to be inclusive, or are they already inclusive? Can the IL/VL standards be tweaked to go beyond research in order to deal with environmental information in all its forms?

15. Intermediality/Metaliteracy Pailliotet et al. (2000): “[W]e define intermediality, broadly, as the ability to ‘critically read and write with and across varied symbol systems.’” Mackey & Jackobson (2011): “Information literacy is the metaliteracy for a digital age because it provides the higher order thinking required to engage with multiple document types through various media formats…”

16. Rather than containing images alone… …or words alone, most texts are hybrid.

17. The standards are outcomes, not methods Dude, that’s the what… …but not the how, Walter.

18. New Wine… Mashups, New genres, Interactive media, etc. …Old Wineskins

19. Objections to a Rhetorical Approach Rhetorical approach is suited for verbal (oratory) and not the visual. Rhetoric is about analyzing arguments.

20. Different rhetorical traditions 5 canons of invention, arrangement, style, memory, and delivery Semiotics (Pierce) or a theory of signs

21. Our blended rhetorical analysis S imple djustible lexible

25. American icons http://gunowners.org/ http://www.bradycamp aign.org/ http://www.bradycamp aign.org/

26. Martin Luther King, Jr. Using Google, you can find the following sites on M.L. King, Jr.: The King Center Martin Luther King.orgMartin Luther King.org

27. Phrenology and African Americans (Images from www.stormfront.org)

28. Contact Carol Leibiger at c.leibiger@usd. edu Contact Alan Aldrich at alan.aldrich@ usd.edu Check out our LibGuide at: http://libguides.usd.edu/metaliteracyhttp://libguides.usd.edu/metaliteracy