Visual Literacy: All content

There is no agreed single definition of visual literacy. The selection of citations below show both the diversity and the commonalities within the concept.

• ‘Visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image, extending the meaning of literacy, which commonly signifies interpretation of a written or printed text. Visual literacy is based on the idea that pictures can be ‘read’ and that meaning can be communicated through a process of reading.’         Wikipedia 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.’     American College Visual Literacy Resources: http://www.ala.org/acrl/standards/visualliteracy

• 'Visual literacy' is a contested term - it’s implied analogy with spoken or written language can be misleading and some resources may focus on helping learners to understand visual communication but ignore the need for them to learn to communicate effectively themselves. However, the presence of an established name for this aspect of visual learning does simplify the search for useful resources. (University of Brighton, 2014)

• ‘The ability to 1) view, understand, analyze and evaluate, 2) design and create, and 3) use visuals and visual representations for acquisition, consolidation and communication and transfer of knowledge. Visual literacy involves both intra-personal and meta-cognitive as well as inter-personal collaboration. Visual literacy combines the use of a variety of visual products (lists, tables, graphics, graphic organizers, concept maps, mind maps, argument maps, timelines, systems maps, videos, movies and art) with teaching, learning and assessing processes, and creates interconnections of visual, oral, written, visual representation, numeracy and technological / digital literacy.’ (See Figure 1) (Beaudry, 2014)

Figure 1: Elements of Visual Literacy (Beaudry, 2014 as adapted from Sinatra, 1986)

Metros (2009) suggests that our experience of living in a visually saturated world may be described in three stages of visual literacy: 1) stimulated, 2) literate, and 3) fluent. Being stimulated means we are interacting with visuals constantly but more as a passive consumer; strictly reading and interpreting visuals; more likely to imitate others and reproduce existing visuals. Next is the visually literate phase in which we understand the visual vocabulary and concepts, and when fluent, begin to learn how to construct visuals by imitation of others. Visual Literacy can be defined as the ability to read and interpret visual codes and artefacts, (signs, diagrams, maps, images, films, models and visualisations and so forth). To be visually fluent one would also be competent in creating visual resources that inform and communicate.

Teachers should be able to  interpret  the different types of visual content in the world today, understand how it is used, and how it can add value to educational resources and activities. They should be able to present and communicate information and concepts using visual graphic software tools, images, videos, charts, presentations and visual organisation tools such as concept maps and mind maps.

References

The following references are part of the evidence base for this resource.

Bamford. A. (2003). The Visual Literacy White Paper. Adobe

http://www.images.adobe.com/content/dam/Adobe/en/education/pdfs/visual-literacy-wp.pdf

Accessed 27 January 2015.

Beaudry, J. (2014). Visual Literacy for Teaching and Learning: Essential Knowledge and Skills to Create, Use and

Assess Concept Maps and Graphic Organizers.

Leask, M., and Burden, K., & Younie, S. (Eds.) Learning to Teaching Using ICT in the Primary School. London, UK: Routledge.

Metros. S., & Woolsey, K. (2006, May/June). Visual literacy: An institutional imperative. EDUCAUSE Review, 41(3), 80–82.

Avgerino. M. D,. (2013) What is "Visual Literacy?,  . http://www.ivla.org/drupal2/content/what-visual-literacy-0

IVLA.ORG accessed 3/11/2014

Sinatra, R. (1986). Visual literacy connections to thinking, reading and writing. Springfield, IL: Charles Thonas Press.

University of Brighton  Learn Higher - Visual Communication, http://about.brighton.ac.uk/visuallearning/visual-communication/ accessed 3/11/2014

The scope of visual literacy in education now extends beyond illustrative content, symbols, diagrams and charts to encompass drawing and painting, moving images, animations and multimodal media.

Although the main thrust of education is still text based, there has been a dramatic shift in the the way we interact with information that is not primarily text based. We have become a much more visually affected and engaged society. YouTube provides many with an alternative to the text based canon, indeed it is the search engine of choice for many young people. Real time information, both personal, and as news, is shared instantly in real time using visual devices and platforms. Educational communications have developed from text based forms such as email to live video conferences and use social media platforms. Educational events are broadcast and annotated live, presentations uploaded for all to access.

Today visual information is inextricably linked to digital tools and platforms, whether that be for consumption, creation, publishing and sharing; or any combination of those. It is unlikely they can ever be completely separated.

Visual literacy strategies like concept mapping and creating videos have a large impact on student dispositions (attitudes, interest,) and achievement (Hattie, 2009). Visual literacy is especially important in the elementary or primary school years as learners make the transition from viewing and speaking to formal language acquisition and incorporate the rules of speaking and writing, and from making marks and drawing to letters, language and text-based learning. Concept maps and graphic organizers are effective tools for meaningful learning (Novak and Canas, 2006), critical thinking (Beaudry, 2014); engaged, high-quality reasoning processes (e.g., comparison, analysis, design) and products that mark the progression of knowledge for teachers and learners.

Concept maps are flexible tools for allowing students to reveal the active construction of new understanding by generating and answering their own questions, to make novice errors, to support students’ collaborative dialogue, and to focus teacher-expert feedback on students’ individual formative assessment products.  Misconceptions can be revealed to the teacher in an efficient and precise manner, with a quick look.  During this process students learn how to make focused revision, and teachers gain another source of data for students to triangulate with other sources like interviews, students’ writing, other performance skills, and tests and quizzes. (Beaudry and Wilson, 2009). The potential impact of visual literacy is quite large, with a major impact on students’ engagement and dispositions, and short- and long-term memory. See Figure 2.

Figure 2: Phases of Visual Thinking and Concept Mapping (Beaudry, 2014)

The following references are part of the evidence base for this resource.

Beaudry, J. (2014). Visual Literacy for Teaching and Learning: Essential Knowledge and Skills to Create, Use and Assess Concept Maps and Graphic Organizers.

Leask, M., and Burden, K., & Younie, S. (Eds.) Learning to Teaching Using ICT in the Primary School. London, UK: Routledge.

Beaudry, J. (2014). Thinking critically about visual representations: A visual journey to understand critical thinking. Cases on Teaching Critical Thinking through Visual Representation Strategies. L. Shedletsky and J. Beaudry. (Eds.). Hershey, PA: IGI Publications.

Beaudry, J., and Wilson, P. (2009). Concept mapping and formative assessment: Elements supporting literacy and learning. Handbook of Research on Collaborative Learning and Concept Mapping. Torres, P. and Marriott, R. (Eds.). Hershey, PA: IGI Publications.

Canas, A. and Novak, J. http://cmap.ihmc.us/docs/theory-of-concept-maps

Davies. J.,  Merchant. G.,.  Web 2.0 for schools. (2009),  Peter Lang,

Buckingham.  D., Beyond Technology, (2007), Polity

Hattie, J. (2009). Visible Learning. Routledge: New York, NY.

Scorcese., M., The Importance of Visual Literacy (video) http://youtu.be/I90ZluYvHic

Created by students for teachers, this video shows students frustrated with the lack of visuals in the classroom. Teachers need to educate themselves on the hidden language of visuals. https://www.youtube.com/watch?v=6MBo2Ak4gXU

Belshaw. D., (2013) The Essential Elements of Digital Literacy v.07,    

Andersen, M.,  Wagner, J, and Warner, B., (2002) Visual Literacy The Internet & Education,

Studying the  history of visual learning provides some fundamental background knowledge and understanding that is relevant to, and has a practical application in today's schools and learning environments.

Images and visual cues have always been used to support learning. These date back to the earliest days of mankind. Visual learning has always been closely linked to technology, whether that be images made on prehistoric walls or those created using the latest digital technologies.

Before the advent of printing, making visual artefacts was in the hands of a few and output was limited to ‘special’ books such as the Bible and illuminated manuscripts. At the same time a mainly illiterate population could be managed and ‘educated’ by giving them access to highly symbolic and metaphorical religious images in churches and public spaces.

The technological breakthrough brought about by printing changed the social and cultural landscape, by the visual materials could be disseminated and importantly who could access.

Although it still used hand made illustrations The Gutenberg Bible, and the books that followed contributed a rapid growth in literacy and made possible the Renaissance, scientific progress, and the Reformation.

Comenius’ Orbis Pictus (1658) was unique breakthrough, in being first illustrated book specifically aimed at children. Illustrating everyday experiences including beer making, animal slaughtering, horticulture and anatomy. It served as a default template for illustrated encyclopaedias from that point forward.

• ‘This approach centered on the visual was a breakthrough in education for the young, as was the decision to teach the vernacular in addition to Latin. Unlike treatises on education and grammatical handbooks, it is aimed directly at the young and attempts to engage on their level.’        Public Domain Review

From the 20th Century onwards Photography, Film and Television were used to provide a visual support for learning with varying degrees of success. Computers and digital technology overcame many of the constraints of these analogue media, including physical space, time, fragile media formats, cost

The Internet, especially the Web has opened up a new opportunities for communicating and sharing visual information, these include ‘anytime - anywhere’ access, user generated content, flexibility, low-cost/free. These affordances are continuing to evolve rapidly and a historical perspective will help teachers evaluate their use of visual resources, and may suggest new opportunities for their use.

The following references are part of the evidence base for this resource.

Ayiter, E.,  History of Visual Communications  http://www.citrinitas.com/history_of_viscom  accessed 1/11/2014

Clark. D., Plan B, Caves paintings: Savants not savages, (2012)

http://donaldclarkplanb.blogspot.co.uk/2012/09/caves-paintings-savants-not-savages.html accessed 10/10/2014

Comenius. J. A; Orbis Pictus,(1658) Project Gutenberg http://www.gutenberg.org/files/28299/28299-h/28299-h.htm

Public Domain Review,.  In the Image of God (John Comenius and the first Childrens Picture Book ) (2014  May) http://publicdomainreview.org/2014/05/14/in-the-image-of-god-john-comenius-and-the-first-childrens-picture-book/

accessed 4/11/2014

Kuechel. T.,  Digital Literacies in Education, “Video for learning” (2013)  Eds Crotty, Farren.  Peter Lang Chpt, 5

Visually literate teachers and learners understand that:

• images are made with a specific purpose

• images can convey meaning and information more concisely and powerfully than text

• there are instances when text may be a more appropriate medium to convey information

• that images have a cultural and collective meaning

• images can be misinterpreted

• images can be manipulated

• images can be designed to make you respond in a given way

• there is a distinction between image and reality

• are a fundamental part of our world today

• visual literacy is related to the other literacies

• be confident to evaluate the visual work of learners or peers learners or peers.

It is not a case of being visually literate or not, there are degrees of visual literacy, it is a progression of phases.The concept map of phases of development in Figure 3 is a synthesis of the two models, and includes the effect size estimates from research syntheses (Nesbit and Adesope, 2006; Hattie, 2009; Adesope and Nesbit, 2009). In this new model the phases are

1.    the engagement phase with generative flow
2.    the consolidation phase with critical thinking flow, and,
3.    the transfer phase with design and creative flow (Csikszentmihalyi, 1990). See Figure 2.

References

The following references are part of the evidence base for this resource.

Visual Literacy, 10 interpretations from Professors at the University of Utrecht  (video)  http://youtu.be/CtzI594iJBs

Image Culture, Rosen; New Atlantis, 2006, http://www.thenewatlantis.com/publications/the-image-culture

Four & Six, Photo Tampering  in History http://www.fourandsix.com/photo-tampering-history/category/1950-1999

Metros, Susan E. "The educator's role in preparing visually literate learners." Theory into Practice 47.2 (2008): 102-10 (pdf download) https://commons.ct.edu/sites/default/files/336/files/visual_literacy.pdf

Visual literacy is an essential ‘literacy’ for teachers, and one they should be actively exploring and encouraging and helping  their learners develop. Digital platforms, tools and environments have become ubiquitous  and it can be argued that visual literacy is very closely linked to digital literacy. These inextricable links between the digital and the visual, affect education as much as any other aspect of our lives.

Visual Literacy is a cross disciplinary competence, and pays an important role in all subjects, and is just as important in the STEM subjects as the Arts and Humanities.

Ausubel makes a clear distinction between rote learning and meaningful learning, and the need for learners to struggle to integrate new concepts into existing structures of knowledge. Developing critical thinking (analysis, evaluation, design) requires learners to develop highly differentiated concepts through meaningful learning (Novak, 2014). Concept maps are one of the best tools to accomplish this level of critical thinking.

The following references are part of the evidence base for this resource.

Moore, D, and Readence, J,. A quantitative and qualitative review of graphic organizer research,  (1984), Journal of Educational Research, 78(1), pp. 11-17.

Nesbit, J. & Adesope, O. . Learning with concept and knowledge maps: A meta-analysis. (2006) Review of Educational Research. 76(3), pp. 413-448.

Novak, J. (2014). Cases on Teaching Critical Thinking through Visual Representation Strategies. L.

Shedletsky and J. Beaudry. (Eds.). Cases on Teaching Critical Thinking through Visual Representation Strategies. L. Hershey, PA: IGI Publications.

Hattie, J. (2009). Visible learning. Routledge. New York, NY: Routledge.

Hattie, J. (2012). Visible learning for teachers. New York, NY: Routledge.

Flood, J. Lapp, L. and Brice Heath, S,.  (1998)  Hypertext and the question of visual literacy. Handbook of literacy and technology: Transformations in a post-typographic world 3-14.

Visual literacy is an essential ‘literacy’ for teachers, and one they should be actively exploring and encouraging and helping  their learners develop. Digital platforms, tools and environments have become ubiquitous  and it can be argued that visual literacy is very closely linked to digital literacy. These inextricable links between the digital and the visual, affect education as much as any other aspect of our lives.

Visual Literacy is a cross disciplinary competence, and pays an important role in all subjects, and is just as important in the STEM subjects as the Arts and Humanities.

Ausubel makes a clear distinction between rote learning and meaningful learning, and the need for learners to struggle to integrate new concepts into existing structures of knowledge. Developing critical thinking (analysis, evaluation, design) requires learners to develop highly differentiated concepts through meaningful learning (Novak, 2014). Concept maps are one of the best tools to accomplish this level of critical thinking.

The following references are part of the evidence base for this resource.

Moore, D, and Readence, J,. A quantitative and qualitative review of graphic organizer research,  (1984), Journal of Educational Research, 78(1), pp. 11-17.

Nesbit, J. & Adesope, O. . Learning with concept and knowledge maps: A meta-analysis. (2006) Review of Educational Research. 76(3), pp. 413-448.

Novak, J. (2014). Cases on Teaching Critical Thinking through Visual Representation Strategies. L.

Shedletsky and J. Beaudry. (Eds.). Cases on Teaching Critical Thinking through Visual Representation Strategies. L. Hershey, PA: IGI Publications.

Hattie, J. (2009). Visible learning. Routledge. New York, NY: Routledge.

Hattie, J. (2012). Visible learning for teachers. New York, NY: Routledge.

Flood, J. Lapp, L. and Brice Heath, S,.  (1998)  Hypertext and the question of visual literacy. Handbook of literacy and technology: Transformations in a post-typographic world 3-14.

Visual literacy is analogous to the traditional literacy of reading and writing, with grammar syntax and tone and meaning (See Figure 1). Traditional forms of literacy include reading, writing, speaking, and listening, and Sinatra (1986) suggested expanding the model to include viewing (observing and experiencing), visual representation, and digital, media technology (See Figure 3).  Sinatra (1986) presented a model of literacy development that included four interactive phases:  phase 1 - visual literacy, phase 2 - oral literacy, phase 3 - written literacy, and phase 4 – visual representation and communication. Digital  literacy is a rapidly evolving mode of learning involving interaction with computer hardware, software, and information technologies. Visual literacy is the interaction of all literacies. 

Figure 3: Visual Literacy (Sinatra, 1986)

It is a priori that most of us will interact with visual media at least as much, if not more, through digital formats than with analogue media. The digital interfaces we use to access communicate and share information are highly visual, they are evolving a common and shared visual metaphor. Social media is highly dependent on visual cues, including avatars and icons to signify emotional responses. Images can be recorded and captured instantly using mobile devices, it might be film of a scientific experiment, a teacher’s notes, or a class wiki all updated in real time. Such data can then be instantly shared, converted or repurposed annotated to create a new resource.

The Internet has enabled the most flexible and seamless way of accessing and creating and sharing visual material. It is changing the dynamics of learning.

The following references are part of the evidence base for this resource.

Adesope, O., and Nesbit, J. (2009). A systematic review of research on collaborative learning and concept mapping. Handbook of Research on Collaborative Learning and Concept Mapping. Torres, P. and Marriott, R. (Eds.). Hershey, PA: IGI Publications.

Belshaw. D., (2013) The Essential Elements of Digital Literacy v.07,   

Andersen. M.,  Wagner, J., and Warner. B., (2002) Visual Literacy The Internet & Education,

In order to understand how we decode the visual data to interpret meaning we can deconstruct visual literacy into the categories below. Nearly all visual resources will fall into one or more of these. Being familiar with these will offer teachers a solid foundation with which to design learning opportunities.

• Instructional: how to accomplish a task or carry out a process, eg first aid charts, traffic signs.
• Explanatory: Scientific Diagrams, schematics, maps, infographics, presentations, timelines.
• Warning: Use of symbols and colours, - sometimes ‘shock’ imagery used.
• Narrative: This includes the full canon of the worlds art, illustration, cinema etc, that have been created to tell stories, create empathy and
• Representational: as in a realistic; drawing, painting or photograph to be as objective as possible.
• Visualisations and models: Architectural drawings mathematical models, virtual worlds, computer games. maps, interactive digital maps, spatial models and information.
• Notes: Visual notes and records eg hand sketching, using hand sketching on a device or photographically recording, scanned images, x-rays.
• Metaphorical: Many images are metaphors for concepts, ideas or
• Symbolic: religious and organisational; includes symbols of faith, logos, brands and other specific identities.
• Codes: visual cues that are convey meaning to those, or system that can read them, this includes writing and text, signage, bar codes.

All above the elements exist in digital formats, and within some of the categories they are more frequently accessed/used than their analogue versions. Even if created in an analogue format their dissemination is most likely to be digital.

The following references are part of the evidence base for this resource.

Sinatra, R. (1986). Visual literacy connections to thinking, reading, and writing. Springfield, IL: Charles Thomas Press.

Baker, F, W,. Media Literacy in the K–2 Classroom, ISTE http://www.visual-literacy.org/periodic_table/periodic_table.html#

Beaton, B,. The key to media's hidden codes http://youtu.be/oZXqORn0z4E accessed 3/11/2014 (Video)

The Word as Image (video) http://vimeo.com/30168074

Applying Communication Theory and Imagery to Enhance Persuasive Presentations http://isaacsonseries.com/applying-communication-theory-and-imagery-to-enhance-persuasive-presentations/

20 Gifs That Teach You Science Concepts Better Than Your Teacher Probably Can (online)

http://www.fromquarkstoquasars.com/20-gifs-that-teach-you-science-concepts-better-than-your-teacher-probably-can/?utm_content=buffere32e5

To help learners become visually literate, it is a good idea to set design learning activities that help them gain a practical understanding of visual grammar and syntax, and identify these elements and the part they play in visual media.

• line, direction, shape, geometry
• motion, rhythm, flow, animation, speed
• arrangement, framing, juxtaposition of images, composition
• foreground, background emphasis ,
• perspective, linear, atmospheric, 1.2 3.4 point perspective, 360 degree views
• light, shadow colour. contrast. illumination. tone. boldness
• manipulation, cropping, editing, remixing
• abstraction, simplification, harmony
• representation, labels, captions, metaphor, parody
• symbolism, resemblance visual/text relationship

The following references are part of the evidence base for this resource.

Bamford. A,. The Visual Literacy White Paper, Adobe; 2003. http://wwwimages.adobe.com/content/dam/Adobe/en/education/pdfs/visual-literacy-wp.pdf

George Lucas; Teaching Visual Literacy and Communications (video) http://youtu.be/GwDXlA_6usI

Visual literacy is an essential element for organising managing and sharing ideas - it develops critical thinking and is appropriate for all areas of learning - teachers should design learning activities that:

• help learners explicitly, through practical exposition, to recognise and differentiate the quantity of visual material around them
• allow learners time to discuss and reflect on visual materials, eg pause video clips
• offer frameworks for critical analysis and discussion of images
• provide access to (and support for) using image manipulation, creation and editing tools and software
• teach learners to develop design skills
• allow learners to collect and curate images and also develop important curation skills including annotating, tagging and other metadata skills
• encourage learners to present ideas and concepts visually using a minimum, of text
• help learners understand the provenance of visual sources. copyright IP and licensing, including Public Domain and Creative Commons.

The following references are part of the evidence base for this resource.

Burden, K., Leask, M. Younie, (2014)  S. Teaching and Learning with ICT in the Primary School, Routledge

Hall, M.  Roussac P. A., Graphicacy: The Neglected Fourth “R”  (2011) http://theasideblog.blogspot.co.uk/2011/07/graphicacy-neglected-fourth-r.html

Using Social Media to Teach Visual Literacy in the 21st Century Classroom http://www.edutopia.org/blog/social-media-visual-literacy-classroom-dave-guymon

The ISTE Visual Literacy toolbox asks the following question:

“What do you want your learners to be able to do? What do you want your learners to focus on? What are you hoping they can get out of using images?

and suggests the following activities (paraphrased and divided into two categories). These concepts provide skills that enable learners to read images with greater understanding!

Visual Interpretation (‘reading’ visual artefacts)

• Abstraction: The concept of abstraction is challenging but fundamental to all art and visual imagery. Studying this will help learners gain a better understanding of the relationship between abstraction and representation in visual images.
• Framing and Gaze: What visual choices are involved when any image is constructed to impacts a viewer's experience.
• Interpretation:  Is about how to describe, interpret, and/or compare images
• Translation:  Explore the multiple relationships between images and other images, and images and text. Strategies focus on the cognitive processes involved in translating between words and image!

Visual Construction (making)

• Construction:  Negotiate the constructed nature of images. creating and engaging with visual and multimedia compositions, mediated communication, historical knowledge, and social norms.
• Application:  Use visual media to understand and apply theories and explain key concepts in a given field

( adapted from ISTE Visual Literacy toolbox - no date)

The following references are part of the evidence base for this resource.

Sims, E. et al., Visual literacy: what is it and do we need it to use learning

The evolution of the visual language

Visual literacy - ISTE Use images to understand and apply theories and key concepts in your field. (2013)

 http://www.humanities.umd.edu/vislit/index.php u

Visual Literacy toolbox, Reading Images (2013)  http://www.humanities.umd.edu/vislit/activities.php

Visual literacy - ISTE. http://www.iste.org/docs/excerpts/MEDLIT-excerpt.pdf.

Enquiry

• What's going on in this image?  (*image can be any visual artefact)
• What do you see that makes you say that?
• What more can we find out?

Explanatory

• What does this image say to us?
• Who are the audience?

What kind of image is this?

• What media has been used to make it?
• Is purpose of this image; art, advertising, documentary, educational, instructional, inspirational?

Purpose

• Why was it made?
• How does it work?
• Does it meet its objectives

Creative Construction

• How else could this image be used?
• How could you change/improve this image?
• How would you use this image?

Critical enquiry

• Where has this image come from?

Teachers can access many different types of resources for supporting visual literacy, in addition to the papers, articles and web pages referenced in the other sections of this Mesh Guide, there are communities and online resources designed to further the study, understanding and development of visual literacy.

These might include:

• Communities of practice e.g. MOOCs
• Visual media archives, collections and portals, contemporary and historic
• Online visual tools
• Online Platforms for example: YouTube
• Background reading and study resources

Visual Thinking Strategies

This website is designed to assist teachers to facilitate discussions with students about digital images and videos.

http://www.vtshome.org/

Visual literacy website resources focusing on visual representations and concept mapping.

https://sites.google.com/a/maine.edu/visualliteracy20/

These examples offer starting points and the range and scope of tools and platforms to support  the study and research of Visual Learning

Online media sharing and repositories (search = visual literacy)

• YouTube
• Vimeo
• Slideshare
• SoundCloud
• Internet Archive

Visual Curation Tools (search = visual literacy)

• Pinterest
• Scoopit
• Storify
• Padlet
• Cloudworks

Editing and making tools

• Mozilla Webmaker Tools
• 5 Online video editing tools
• 9 Best online photo-editing tools

Online collaborative tools

• Voicethread (interactive video)
• Mindmeister (concept mapping)
• Inspiration (concept mapping and media)
• Webspiration (web-based version of Inspiration)
• CMAP tools (concept mapping)

• Open Content Toolkit Open Digital, archives, galleries collections
• Writing Commons, (Visual Literacy) call  to contribute to college level writing
• LiteracyShed (a teacher’s curated visual literacy resources)
• Visual Literacy in Education Google Plus Group