1. Visual Literacy & Gender
ALISE Gender SIG
Kristen Gallant -

2. Visual Literacy - A Formal Definition
“Visual literacy is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media.”
“Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture.”
ACRL Visual Literacy Competency Standards for Higher Education

3. Visual Literacy - In Practice
Understanding and evaluating what I am looking at.
Knowing what resource I need and where to find them.
Am I using visual resources effectively?
Creating meaning from a visual resource.
John Tenniel, Alice Through the Looking Glass, sketch, Retrieved from

4. How does gender influence what I do?
Issues of gender equality - it shapes our expectations
Contemporary images and how they are perceived
Does visual literacy mean we have to talk about photoshopping?
Are male and female subjects treated the same in contemporary media? (e.g. social media, magazine covers, movie trailers, etc.)
How we talk about gender in regards to its representation in images and works of art
Motive of the artist, bystander, creator, etc
Our own gender filter - staying objective

5. Visual ideals - expectations in regards to gender
Is there an ideal masculine form?
Is there an ideal feminine form?
Are there expectations for how a transgendered person is represented in the media?
Michael Vlasaty, George Clooney at the "Men Who Stare At Goats" screening at the 2009 Toronto International Film Festival, 11 September Retrieved from
Angela George. Jennifer Aniston at a ceremony to receive a star on the Hollywood Walk of Fame, photograph, 22 February Retrieved from
Sachyn Mital, Laverne Cox on the red carpet at the Citi/AAdvantage MasterCard Priceless Access Performance, photograph, 10 July Retrieved from
EXERCISE (Slides 6&7)

6. Which work was painted by a woman?
(Left) - Botticelli,S. The Return of Judith to Bethulia, ca. 1472, oil on panel, 31 x 24 cm, Galleria Uffizi, Florence, Italy. Retrieved from
(Right) - Gentileschi, A. Judith Beheading Holofernes. ca. 1611, oil on canvas, × cm, National Museum of Capodimante, Naples, Italy. Retrieved from

7. Which work was painted by a woman?
(Left) - Gentileschi, A. Susanna and the Elders. ca. 1610, oil on canvas, 170 × 119 cm. Schloss Weißenstein, Pommersfelden, Germany. Retrieved from
(Right) - Rembrandt. Susanna and the Elders. 1647, oil on panel, 76.6 x 92.8 cm, Gemäldegalerie, Berlin, Germany. Retrieved from

8. Talking About Gender in the Classroom - Personal Experience
Gender can come into play in situations where we describe an image. ⇒ Use this opportunity to do it as a class.
Having awareness when it comes to issues of transgender. ⇒ You could be talking about a transgender subject or teaching a transgender student.
Educating yourself by using appropriate resources. ⇒ GLAAD Media Reference Guide
Finding the appropriate time to bring up issues of bias, stereotypes, or our own personal filters ⇒ Lead by example.

9. Helpful Resources
Beatty, N. A. (2013). Cognitive Visual Literacy: From Theories and Competencies to Pedagogy. Art Documentation: Bulletin Of The Art Libraries Society Of North America, 32(1),
Couch, R. A. (1995). Gender Equity & Visual Literacy: Schools Can Help Change Perceptions.
GLAAD Media reference guide. (2016). Retrieved from
Nochlin, L. (1971). Why are there no great women artists?. Women in sexist society,
Schoen, M. J. (2015). Teaching Visual Literacy Skills in a One-Shot Session. VRA Bulletin, 41(1), 6.