Unframing the Visual

Maggie Murphy is an associate professor and art and design librarian at UNC Greensboro, where she works with students, faculty, and curators in the School of Art, Weatherspoon Art Museum, and Departments of Interior Architecture and Media Studies. Her scholarly interests include practice-based research methods for studio artists and speculative pedagogies for creative engagement with artificial intelligence. As a practicing artist, her print and mixed-media work explore the vulnerability of existential disquietude.  Stephanie Beene is an associate professor and art, architecture, and planning librarian at the University of New Mexico (UNM) in Albuquerque, New Mexico, where she supports the Art Department within the College of Fine Arts and the entire School of Architecture and Planning. Stephanie received an MSIS from the University of Texas at Austin, an MA in art history from the University of California, Riverside, and a BA in art and art history from Colorado State University. She served as a member of the Association of College and Research Libraries Visual Literacy Task Force and is active in the Art Libraries Society of North America, the Association of Architecture School Libraries, and the International Visual Literacy Association. Before coming to UNM, she worked at Lewis and Clark College in Portland, Oregon, as the visual resources and arts librarian. Her research interests include visual and information literacy frameworks as they relate to trust, lifelong learning, and the politics of identity.  Katie Greer is an associate professor at Oakland University in Rochester, Minnesota. She has an MA in art history from the University of Notre Dame and an MLIS from Drexel University, and is currently pursuing a PhD in educational leadership from Oakland University. Her published research includes undergraduate information behaviors and best practices for online pedagogy and information literacy. She is currently studying the problems of conspiracy ideation and how that is affecting information professionals, and how librarians and educators can utilize pedagogical and affective strategies to help engender metaliterate and information literate learners.  Sara Schumacher is the architecture image librarian at Texas Tech University, where she works to improve visual media resources and promote visual literacy through discipline-specific and professional applications. She holds an MA in art history from the University of Oregon (2007) and an MS in information studies from the University of Texas at Austin (2011). Her research interests include ethical concerns surrounding using and creating visual media, disciplinary-based visual literacy instruction, and bias within visual collections. She serves as the content editor for the Visual Resources Association Bulletin, has published articles in Journal of Documentation, Journal of Visual Literacy, portal: Libraries and the Academy, and Art Documentation, and was part of the task force that authored the ACRL Framework for Visual Literacy in Higher Education.  Dana Statton Thompson is a research and instruction librarian at Murray State University in Murray, Kentucky. In this capacity, she supports the teaching, learning, and research of students and faculty within the Arthur J. Bauernfeind College of Business. Dana holds an MLIS, an MA in art history, an MFA in studio art from Louisiana State University in Baton Rouge, Louisiana, and a BA in journalism and studio art from Washington and Lee University in Lexington, Virginia. She is the president of the International Visual Literacy Association and an Institute for Research Design in Librarianship scholar. She served as a member of the Association of College and Research Libraries Visual Literacy Task Force and is active in the Art Libraries Society of North America. Her research and teaching interests focus on the intersection of visual literacy and news literacy, the integration of visual literacy instruction into higher education, and the scholarship of teaching and learning.

• Introduction“Unframing” as a Pedagogical Philosophy - Maggie MurphyPart I: Participating in a Changing Visual Information LandscapeIntroduction to Part IExplorers of the Information Age - Katie GreerChapter 1Remix Literacy and Digital Cultural Heritage Collections - Molly McGuireChapter 2Bridging the In/formal: The Participation and Performance of Museums in Online Remix Cultures - Maria Arias and Arran J. ReesChapter 3#FYP (For Your Paper): Using TikTok to Begin a Conversation around Academic Honesty and Marginalization - Jessica Rardin and Kristina ClementChapter 4Practicing Visual Literacy through the Tools of the International Image Interoperability Framework - Rebecca Michelson and Ruth WallachChapter 5Visual Literacy Unframed: Planning an OER to Improve College-Level Visual Analysis Skills - Marty MillerChapter 6Strategies for Critical Visual Literacy Instruction in Small Liberal Arts Institutions - Jesi Buell, Sarah Keen, and Debbie KrahmerPart II: Perceiving Visuals as Communicating InformationIntroduction to Part IINavigating the Complexities of Visuals as Communication - Sara SchumacherChapter 7Killing the Hidden Essay: Supporting Disciplines to Move to Multimodal Public Communication Assignments - Jacqui Bartram and Lee FallinChapter 8Critical Data Visualization in Visual Literacy - Susan E. MontgomeryChapter 9Aligning Visual Literacy Concepts with Nursing Curriculum Objectives to Maximize Potential - Amy Minix and Jackie HuddleChapter 10Connecting the Dots: Making Sense of Sociograms - Jennilyn M. WileyChapter 11Collaborative Approaches to Teaching and Building Visual Literacies - Chris Lopez, Salma Abumeeiz, Neha Gupta, Simon Lee, Sylvia Page, Ashley Peterson, and Monique TudonChapter 12Unforeseen Consequences of Visual Literacy: Alternative Mechanisms for Creating a More Inclusive Environment - Lorin Jackson, Kelleen Maluski, and Jonathan PringlePart III: Practicing Visual Discernment and CriticalityIntroduction to Part IIIDeveloping a Critical Eye and Discerning Visual Mindset - Dana Statton ThompsonChapter 13Dodging Truths and Burning Facts: Visual Literacy and Critical Thinking in the Photography Classroom - Larissa Garcia and Jessica LabatteChapter 14Content and Context in a Single Image: Multi-format Analysis of Lewis Hine Photographs at UMBC - Susan Graham and Lindsey LoeperChapter 15Bridging Visual Literacies: Interdisciplinary Intersections and Disciplinary Practices in the Humanities and Social Sciences - Peggy Keeran, Jennifer Bowers, and Katherine CroweChapter 16Active Visual Inquiry through Empathy, Mindfulness, and Curiosity - Kristina A. Bush and Nicole E. BrownChapter 17Teaching Visual Literacy with Artists’ Books: A Case Study - Anna Boutin-CooperChapter 18Learning on Display: Student-Curated Art History Exhibitions in the Academic Library - Catherine Girard and Rose Sliger KrausePart IV: Pursuing Social Justice through Visual PracticeIntroduction to Part IVPursuing Social Justice through Visual Practice - Stephanie BeeneChapter 19What We Aren’t Seeing: Exclusionary Practices in Visual Media - Kai Alexis Smith and Christine MalinowskiChapter 20Reading Between the Lines - Nicole FoxChapter 21Engaging Students in the Ethics of Visual Remix and Appropriation - Alexander WatkinsChapter 22Display of Plenty: Addressing Food Insecurity on Campus - Adrienne Warner, Sarita Cargas, and Sarah JohnsonChapter 23Street Stickers as Subversive Visual Discourse - Catherine L. TedfordChapter 24Using a Trauma-Informed Perspective with Archival Photography Collections - Jennifer FollenAbout the Editors and Authors