Illuminating Perspectives through Critical Visual Literacy: 56th Annual IVLA Con

Welcome session with the President!

Visual media is powerful. The images that we see shape how we understand the world around us. Conversely, when we make and share images, we are shaping how others see the world. Therefore, we hold immense power every time we click the shutter or the share button. This power comes with a responsibility to use visual media ethically. Across the visual media industries, ethics are often described in terms of codes or guidelines, and ethical debates are often reduced to descriptions of “ethical” or “unethical” behaviour. These binary approaches are incredibly limiting because they foster an illusion that there are immovable rules that are universally relied upon to navigate each situation with ethical certainty, and that it is possible to be faultless. The reality is messier, and we will inevitably make mistakes. In this keynote address, I will aim to do three things: (i) to illustrate the power of images, demonstrating the vital importance of visual media ethics; (ii) to argue that, rather than adhering to rote ethical guidelines, we need to cultivate ethical literacy; and (iii) to propose a principles-based approach to visual media ethics as a way forward.  A principles-based approach offers a more critical way of understanding and navigating ethical dilemmas, by taking into consideration the context, relationships, and other factors when making ethical decisions. Moreover, a principles-based approach can help us to have more productive conversations about ethics by giving us more expansive language. By framing conversations about ethics in terms of principles, we can overcome polarisation and achieve a wider consensus about ethics within the industry.

This research aims to investigate the transformative potential of artistic practice as a catalyst to a more nuanced understanding of the diverse region of South and Southeast Asia. Personal experiences are powerful. When individuals engage in the contextual space of another, opportunities open to witness traditions, and challenges in relation to the sensory environment in which they take place. New perspectives built from direct interaction are more convincing, greater in complexity, chipping away at boundaries.

Students from Nanyang Technological University (NTU), School of Art Design and Media, Singapore and the School of Arts and Design (SOAD), Woxsen University, India forge interpersonal bonds by crafting research methodologies rooted in artistic approaches with local communities where there is no infrastructure for the students and the community to meet. The study examines the initial perceptions of the communities and how these evolved and the significance of artistic engagement to deepening scholarly inquiry.

While the Kitakami highlands of Japan wait for the International Linear Collider (ILC), a machine that may or may not be built, anticipated and unanticipated change in the region is being documented as part of a long-term practice-led research project called ‘Landscape Loading’. Photographs and rephotographs produced by way of walks in and around nearby towns said to benefit from the ILC now amount to an archive of over thirty visual field books that contrast images of the land with examples of how such images are mediating. This presentation describes collaborative attempts by the author and a team of university students to engage young learners in the region in visual conversations with these field books and the locations in them, albeit with a long-term view to creating and maintaining visually literate conversations with uncertain change.

The present study is a corpus based study; it deals with the analysis of the visual design of twenty (20) Internet memes posted in Algerian and American social networks. It takes into consideration only internet memes depicting gender to investigate the visual depiction of violence against gender in cyberspaces in both Algerian and American contexts, and to which extent they match or differ in representing the latter, despite the remarkable differences between the two contexts. Namely; geographical location, language, culture …etc. This study aims at demonstrating the used violence against gender in Algerian and American internet memes  relying on two main theories; being the Grammar Visual Design framework (Van Leeuwen and Kress 1996/ 2006)that studies the grammar of images, and Critical Discourse Analysis theory (Fairclough 1996) which deals with the linguistic analysis of corpus. Preliminary results show that most of the internet memes in the selected Algerian and American corpus depict insidious violence, thus both of them incite for violence. 

Persistent challenges such as misinformation, miscommunication, and distrust in science highlight the shortcomings of current communication efforts and strategies, indicating the need for a paradigm shift and reflection. In this interactive presentation, participants will critically reflect upon contemporary science communication practices through the lens of a visual card game inspired by the game ‘Dixit’. By interpreting ambiguous images and applying critical visual literacy skills, participants will discover and illuminate diverse perspectives. The visual card game will serve as a catalyst for critical thinking, unveiling systematic barriers in science communication in a creative, participatory manner. Throughout the presentation, participants will come to appreciate how art serves as an alternative mode of knowledge acquisition, fostering critical reflection on scientific concepts and enhancing visual literacy skills.

This study focuses on visual culture connected with visual and historical literacy. Our principle aim was to research the attitude of students (ages 16-20) towards the impact of visual culture in the history field. We particularly researched the historical concept immigration related to Ellis island  through visual culture products. Regarding the research question, we examined, whether 60 High-school and university students in Greece liked the method of connecting visual culture to history education where the images-photos-films, as sources, were read and compared with historians' texts. We used the action-research method  including pre-test and post-test (questionnaire, text-synthesis, documentation). Regarding the results and conclusions, students successfully distinguished the fictional elements from the historical elements in the films The immigrant, America America, The Godfather Part II, Ellis island by following four steps: selection, search, comparison, and  documentation. Nearly all students developed positive attitude towards the impact of visual culture in the history field.
Key-words: film, visual culture and literacy, historical literacy, Ellis-island immigration

This ongoing research focuses on AR-integrated infographics as a means of collaborative visualization (CoVis), which is thought to have the potential to enhance the collective meaning-making process. Within the scope of the research, it is aimed to make inferences regarding research that will examine the use of augmented reality (AR) integrated infographics as an effective way of CoVis by employing literature review method to investigate the use of AR in especially collaborative learning settings. In relation to the main purpose of the research, the analysis specifically focused on the ways in which AR is implemented, and how it was combined with visuals to enhance learning experiences especially in collaborative learning settings. The findings obtained in line with the review will be shared and possible future studies on AR-integrated infographics for enhanced collaborative learning environment will be put forward.

This presentation is about a theme project, in which students’ perspectives on the global goals are illuminated through comics creation. Comics creation is described as a multimodal form of expression, incorporating visual and textual elements. the study sought to investigate how this thematic approach could empower students to engage in agentive practices and take action towards socio-political futures.  A compound theoretical framework, integrating theories of visual literacy and multimodal discourse analysis, was used to analyze the comics strips. Through drawings, colors, and symbols, students expressed their perspectives and understandings of the world and various sustainability perspectives.

This project explores the potential of image-making in augmented reality (AR) technologies as means of designing sustaining quality peace futures—unfuturing peace, focusing on Ukraine’s heroic defense against Russia’s 2022–2024 full-scale war of aggression as a case study. Employing the methodology of compositional interpretation and the conceptual tool “futures images,” the project theoretically and practically differentiates between defuturing and unfuturing as peace design processes in developing an essay of originally designed marker-based Augmented Reality Posters in Support of Ukraine as demos of sustaining quality peace arrangements. The posters reference the topics of (physical) integrity of Ukrainian symbols, global food security and the security of the LGBTQI+ community in Ukraine. The technological artistic process/outcomes of this AR image-making experiment and their relation to power layouts in peacebuilding form the bases for theorizing how AR-supported futures design in war-affected communities—unfuturing peace—could facilitate “guerrilla peacebuilding.” In outlining theoretical and practical premises of guerilla peacebuilding, the project intersects Augmented Reality Posters in Support of Ukraine with explorations of guerilla warfare and counterinsurgency efforts leading to the 2016 Havana Peace Agreements in Colombia as well as mobile technologies/power in guerrilla approaches to democratic development. (See article here: https://link.springer.com/article/10.1057/s42984-024-00090-3)

This study investigates the portrayal of democracy in the editorial cartoons of Botswana's newspapers, aiming to reveal aspects of political representation, civic engagement, and social discourse. Drawing upon the fields of visual literacy, political communication, and cultural studies, the researcher explains how editorial cartoons serve as a vital platform for political commentary and civic dialogue within Botswana’s democratic context. At the core of this study lies the recognition of editorial cartoons as a potent mode of visual communication, uniquely capable of unpacking complex political narratives and societal tensions within a single frame. Employing a qualitative analysis informed by both semiotics and critical discourse analysis, the researcher examines a curated collection of editorial cartoons sourced from prominent Botswana newspapers. Through the deconstruction of visual elements such as symbolism, caricature, and satire, the researcher aims to further decode the underlying messages, ideologies, and power dynamics embedded within these cartoons. 

PISA (Program for International Student Assessment) in its 2012 international survey involving 70+ countries, included a new area: Creative Problem Solving,  (including visualizations). In the last PISA survey of 2022, Creative Thinking is assessed and  imaging competence assumed an important role in solving tasks. The basis of the survey is the PISA Creative Thinking Framework, involving four domains: 1) written expression; 2) visual expression; 3) social problem solving; and 4) scientific problem solving.

This presentation focuses on the visual domain through a meta-analysis of PISA 2022 Creative Thinking results (expected for June 2024) in Central and Eastern Europe, the UK and Germany to identify correlations (or the lack thereof) among countries with high- and low-level involvement in art and design in public education that may affect the development of Creative Thinking. PISA 2022 results may provide substantial arguments for a more intensive education of vision.

In this study, empathy is examined within the context of an embodied aesthetic experience of our environment. Photography is used as a medium of engagement with the landscape, in which both images and the practices of image-making are discussed in the context of landscape. Understanding our environment, the landscapes and places that inhabit it is often a deeply personal experience. The experiences are driven by an aesthetic engagement with our surroundings through sight, sound, smell, or touch (Berleant 2009, Salwa 2022). Landscape can hold contested meanings for different groups and empathy can be a useful tool in helping different groups come to an understanding of each other’s views on landscape. Promoting empathy through pedagogy can also foster an environment where we are critically aware of our views and the views of others.

Both text and illustrations in picturebooks play equally important roles in representing culture, subculture, traditions, and individuals. This session draws findings from a case study that uses the lens of critical visual literacy to analyze and evaluate the visual narratives in over 30 picturebooks featuring Chinese and Chinese Americans. The presenters will share a rubric supported by the guiding principles to assist educators in engaging with critical visual literacy practices when selecting and using picturebooks with their students. This rubric can also serve as a valuable tool for illustrators, publishers, and families. The presenters will explain how they developed the guiding principles based on their case study and discuss the significant research and practical implications of the evaluation rubric.

This paper examines Antje Von Stemm's panoramic wordless books, "Unser Haus" (2005) and "Unser Schiff" (2011), by using a qualitative methodology, highlighting their contribution to pictorial and interactive storytelling. By forgoing text in favor of detailed visual narratives, these wordless books challenge traditional picturebook conventions, offering readers a unique, multi-dimensional experience. The study delves into Von Stemm’s manipulation of book design to foster visual literacy and reader engagement, making child-readers active in narrative construction. Through an immersive exploration of apartment life and a subsequent cruise journey, these books utilize innovative design to enhance observational skills and narrative understanding. This analysis underlines the educational potential of Von Stemm’s work in cultivating a deeper connection with critical visual storytelling.

Statistical graphics are visual representations of statistical data, such as charts, diagrams, and quantitative maps. In my research, I explore how the knowledge and skills required to work with these graphics (which I call ‘graphic literacy’) developed when they were first introduced. Using the Netherlands as a case study, I look at how different groups employed the so-called ‘graphic method’ between 1850-1900. I investigate what knowledge and skills different communities considered necessary for working with the graphic method, and how graphic literacy circulated from field to field.

Medical professionals were one of the first to adopt visual statistical methods in the Netherlands. In this presentation, I will show how the medical community gave shape to the graphic method, for what reasons, and what data practices they developed. Moreover, I indicate how medical professionals helped to shape a wider shift towards graphical thinking and fostered graphic literacy in the Netherlands in the nineteenth century.

The present study aims to explore teaching poetry reading using various visual resources in a community-based Chinese heritage language classroom, which has been marginalized in the U.S. institutional discourse. The present study draws upon the theoretical perspectives on culturally sustaining pedagogy and multimodality. The ethnographic research design was used to support the inquiry. Data sources included weekly observations in the poetry class, video recordings of class conversations, informal conversations with the teacher after each class, and artifacts collected from the focal participants. The findings demonstrate three major themes: teaching cultural values, understanding metaphorical knowledge, and using drawings as a reading reflection. The findings provide examples to illustrate each theme. Specifically, the teacher was skillful at navigating various visual resources to engage the students in the meaning-making of the poems. Additionally, the interplay of the multimodal texts and the teacher’s action modes all contributed to the children’s engagement with poetry reading. Pedagogical methods informed by the findings are also discussed.

Identifying with Van Gogh’s Peasants

“Painting peasant life is a serious thing…” Vincent van Gogh wrote, “and I for one would blame myself if I didn’t try to make paintings such that they give people who think seriously about art and about life serious things to think about …one must paint the peasants as if one were one of them, as feeling, thinking as they do themselves.”

Reflecting on and responding to Van Gogh’s paintings of peasants is a way of teaching critical visual literacy. Who might a student chose to write about in an essay or poem today? A student might choose someone they think of as a contemporary peasant and create a drawing or painting and be prepared to discuss why they have portrayed the subject as they have.

This presentation will include one of the speaker’s ekphrastic sonnets written in response to a peasant-themed painting, accompanied by Van Gogh’s own commentary.

Aesthusion is a wireless, portable, battery-powered wearable device. This research-based project is an exploration at the intersection of art, technology, and neuroscience, aimed at redefining the boundaries of human perception and expression. Through the integration robotics, virtual reality (VR), and brainwave data analysis, Aesthusion transforms the intangible realm of thought into tangible, multisensory experiences. At its core, this project utilizes the structure of a VR headset as a telecommunication device, bridging the gap between the intricacies of individual cognition and the external world. By capturing the intricate patterns of brainwave data and translating them into a dynamic spectrum of high and low-frequency sound, Aesthusion orchestrates a symphony of auditory and visual stimuli on the VR screen and speaker. Drawing inspiration from Strabismus, Auditory-visual synesthesia, and the concept of "thinking out loud," Aesthusion delves deep into the phenomenology of perception. Through the lens of Gestalt theory, it seeks to unravel the complexities of human cognition, offering a bio feedback-loop snapshot of individual state of mind. Inspired by Optical art, Aesthusion employs sophisticated algorithms and filters in p5.js to create mesmerizing fluctuations in images, captivating attention and evoking a sense of flux. The project aims to challenge conventional notions of art representation and human sensory perception by integrating dissonance in color and texture (visual elements) with frequency, amplitude, and oscillation in sound (audio components). Central to Aesthusion is the concept of the "third ear" – a metaphorical construct within the system for perceiving tonal sound frequencies beyond the auditory realm. At its essence, Aesthusion poses a profound question: "Can you hear and see my notion and mind?" Through its immersive experiences, it invites participants to transcend the confines of individual consciousness and forge connections on a deeper, more visceral level. By pushing the boundaries of art and science, Aesthusion aims to inspire non-verbal dialogue, trigger senses, and redefine the essence of human interaction. Research process: https://drive.google.com/file/d/1SMsSiImEu6G8kMaO9JpoSdL7tM1mDmwi/view?usp=sharing

This talk will present a variety of recent 3D and immersive reality projects that explore the possibilities of collaborative digital storytelling and worldbuilding. Presented projects take a collage-based approach to building digital audio-visual worlds using Lichtman’s Community Game Development Toolkit (see below). In these projects, stories, worlds and imagined futures are represented by compositions of visual traces of bodies, objects, architectural spaces, exterior spaces, geographical artifacts and other material and immaterial forms.

Projects include Collective Futuring in Nebraska’s Panhandle, produced with members of the Substance Use Disorder community in Rural Nebraska, and Blanket Forts and Other Assemblages, a special issue of the Hyperrhiz Journal of New Media Cultures. In this publication, projects take inspiration from the idea of the houseboat, campsite, terrarium, diorama and other varieties of constructed environments, either real or imagined, that facilitate new modalities of intimacy and collectivity.

This research study investigates the impact of using visual literacy skills development in K-12 classrooms. The researcher presents insights from nine urban and suburban educators, across disciplines, who use visual teaching strategies in their daily content delivery. Participants engaged in one-on-one interviews in which they shared their visual teaching strategies, as well as perceptions of how such methods affect student learning. The emergent themes include effective vocabulary building, improved memory and information retention, the promotion of independence and confidence among learners, and concreteness of abstract concepts. Additionally, improved communication with English Language Learners, independent thinking, overall improvement in student behavior, and making positive cultural connections were also noted. Many administrators and educators do not support the promotion of visual teaching in professional development or content delivery. This study, however, suggests there is a need for a wider embrace of visual teaching to support visual literacy skills in the K-12 sector. 

Presenters at the IVLA annual conference have the opportunity to submit their presentation papers for consideration in the Book of Selected Readings (BSR). The BSR is a collection of papers that undergo a peer review process. The publication turnaround time is less than one year, and each paper is assigned its own DOI. In this presentation, we will provide you with instructions on how to prepare and submit your paper, as well as the timeline for submission.

Drawing from visual literacy standards that specifically focuses on developing students’ skill to critically consume visual media as well as to contribute to “a body of shared knowledge and culture” (ACRL Visual Literacy Competency Standards for Higher Education), we designed a transdisciplinary travel course for students to engage in meaning-making through their daily observation of the social landscape in Japan. This presentation examines how the on-site assignments for the Japan Travel Course in January 2024 were designed to build reflexive and reflective observation skills. Food and dining were the thematic structure for written and visual prompts, site-specific visits, and the final project. The final project was a poster that was due after they returned from the trip. For the poster students were asked to interpret their visual documentation of social observation while traveling. 

This study investigates using picturebooks to teach abstract concepts within Content and Language Integrated Learning (CLIL) curricula. Over five weeks, 54 university students in Japan engaged with picturebooks addressing social issues, enhancing visual literacy, vocabulary, and community ties. Activities included analyzing imagery and symbolism, vocabulary lessons, read-aloud sessions, and group discussions. Students also completed homework involving photography related to book themes and their local community, and researched on websites serving minority communities. The students compiled the photographs and researched information into slideshow templates, which were then presented to their group members during the next class session. Post-study surveys showed students appreciated the educational and community engagement benefits of picturebooks, recognizing their value as authentic texts. This engagement underscores the potential of picturebooks in CLIL settings to bridge gaps among authentic texts, accessibility, and real-world application.

Critical Visual Literacy or CVL, is a multidisciplinary pilot subject at a Victorian Government School in Australia. CVL empowers 14-15 year old students with a deeper understanding of  multiple art histories, social theories and representational technologies that shape images they both consume and create. The ultimate aim of CVL is to 'flip the switch' from the unconscious or passive participation in meaning-making among students to an active, conscious command of visual language with a critical lens to survey their image-dense realities. 

How can the development of critical visual competencies be encouraged within the university curriculum? The presentation shows the first phase of a project aiming to develop critical visual competencies among students of the Graphic Design program at the Autonomous University of San Luis Potosí (UASLP), Mexico. It is based on concepts of critical visual competence for design and contextualized in the curriculum of the undergraduate program and in the university’s educational model. Its goal is to foster discernment abilities about the fair and ethical use of the visual material produced, employed, or distributed as part of media design projects.

This study focused on diverse high school students’ meaning-making with multimodal resources while engaging in a summer STEM program on quantum science. Students (n = 24) from high schools across the mid-Atlantic region of the United States participated in a two-week online and one-week in-person summer program designed to broaden student participation in quantum and STEM careers. Multiple data sources were used to understand how students interacted with multimodal resources, including online resources collected by students in a Padlet, students’ reflections on the resources, and class discussions around quantum visuals. Findings indicate that the multimodal resources offered useful models for understanding quantum concepts, but potential misconceptions arising from the different models must be carefully considered.

In their recent Science paper, Epstein, Hertzmann, et al. explore the impact of generative AI on art, asserting that rather than signaling the end of traditional art forms, it introduces a distinct medium with unique potential. Drawing parallels with historical technological advancements like photography's evolution, they emphasize that new tools transform artistic practices rather than replacing them. The debate over the ontological status of AI-generated artworks focuses on authorship, with some advocating for AI programs as potential authors while others insist on human involvement due to the absence of consciousness in AI. Contextual interpretation is proposed as a key factor in understanding the nature of AI-generated photo-based images, with audiences recognizing the role of generative AI in manipulating images but not necessarily labeling them as a new genre. Authorship is attributed to the human user, likening their role of the AI programmer to that of camera or darkroom equipment constructors.

This research explores critical perspectives in contemporary poster design practice. Through semi-structured interviews with three Poster Design Masters from diverse cultural backgrounds, the study investigates the societal, ethical and cultural narratives shaping their creative processes. It explores the cognitive, emotive and Intrinsic motivations driving their poster projects, aiming to shed light on the transformative potential of visual communication. Early observations reveal commonalities in altruism, advocacy, and intangible cultural heritage and highlight challenges Posterists face in navigating the balance between artistic expression and societal resonance within non-commercial design spaces. The anticipated outcomes include a publication documenting each designer’s creative processes and evidencing critical insights. The textual analysis will also be supported by a curated selection of creative works, thus providing a holistic inquiry into contemporary poster design from masters in the field. There will also be a concurrent virtual exhibition of the posters to enrich the discourse on visual literacy and contemporary design practices.

The colonial legacy has resulted in depictions of First Nations peoples in Australia, across various forms of communication, often lacking diverse asset-based narratives. These representations inadvertently reinforce Indigenous people as a less-than Other, contributing to ongoing transgenerational self-perceptions. Despite progress in research with Indigenous populations, to promote decolonized and participatory approaches, a prevalent deficit narrative persists. This paper delves into diverse Indigenous identities using "art yarning," an innovative visual-based research method merging art therapy with Indigenous knowledge systems. Drawing from a 20-week PhD project with Gunditjmara and Wathaurong Indigenous collaborators in Southwestern Victoria, it unveils benefits in Indigenous research through visual methodologies. The paper explores participants' insightful meanings derived from creating and discussing masks, the dynamic interpretation of visual data, and the art yarning method's role in challenging oppressive structures. The masks signify strong, resilient, and whole Indigenous identities. This disruption of deficit portrayals by visual methods signifies their powerful decolonizing role in a visually dominated era. 

Providing the information patients need to achieve agency in healthcare is important. They need to understand their medical condition and how to treat the condition. Visual literacy plays an important role in healthcare literacy on multiple levels, including public health campaigns, and can help bridge social, cultural, and economic divides for Indigenous peoples, low-income and low literacy individuals, and the elderly, and help these groups take control of their healthcare. This presentation reviews the research in the use of visuals in healthcare literacy and shows how new media technology and artificial intelligence can lead to effective forms of visual communication that improve patient engagement, enhance training programs, address individual medical needs, and streamline the global dissemination of healthcare information.

This presentation will demonstrate the potential of critical visual literacy in activism through the powerful political infographics of artist Keith Walsh, whose heavily researched, labor-intensive drawings invite the eye, making visible often obscured social and political histories while igniting critical visual engagement with socio-political issues. Drawing on the Association of College and Research Libraries’ Framework for Visual Literacy in Higher Education, we will explore Walsh's pursuit of social justice through visual practice, examining the critical choices made to create meaning in visual communications, illuminating the potential of critical visual literacy in activist art as a powerful catalyst for fostering political awareness and driving social change. Join us as we explore the intersections of critical visual literacy, activism, and artistic communication and unravel the transformative potential of critical visual literacy in activist art for challenging dominant narratives and envisioning alternative futures, paving the way towards a more just and equitable society. 

Fragments of Italy, a photography survey conducted for a Housing Cooperative located in Northeast Italy, committed to providing affordable housing for low-income, working-class families. The survey was carried out as a qualitative method to gather data on the conservation state of the Cooperative's building portfolio, aiming to inform maintenance planning operations. In this workspace, interactions with working-class families and their living spaces revealed an unexpected beauty stemming from the residents' unique aesthetic expressions, meriting more intentional and profound investigation. These observations elevated what was initially a seemingly routine task into a systematic exploration of a collection of visual materials, showcasing everyday objects, symbols, memories, daily rituals, furniture selections, colors, textures, and the organization of room layouts. The photographic survey could be interpreted as the foundation for an ethnographic study, one that could unveil a rich tapestry of political, social, and aesthetic dimensions embedded within Italy's affordable housing landscape.