This document discusses the importance of visual literacy and the challenges students face in finding and using images appropriately. It describes a workshop held by librarians to teach participants how to locate images, understand copyright and fair use, and cite images properly. A survey found students struggled the most with finding high-quality images and understanding copyright. The librarians plan to continue developing visual literacy instruction and building image collections to support teaching and learning.

1. Visual Literacy in Library Instruction Context : Visual materials are becoming increasingly important in today’s culture. We are bombarded with images in advertising, art, news, social media, movies, and more. In order to keep pace with this change, students and faculty need to be able to use images to support their arguments and to understand messages communicated visually. Aronson, K. (2010). Looking at art. Retrieved from http://www.flickr.com/photos/kimaronson MCSimon (2007). Times Square. Retrieved from http://www.flickr.com/photos/mcsimon Results and Further Direction: After the workshop, participants reported a greater understanding for finding and citing images. They requested more information on technical aspects, such as resizing digital photographs. This need for more information highlights the importance of ongoing support in this area. As part of the Penrose Library remodel, there will be a help desk called Digital Media Services where students can learn about using and creating digital images. In collaboration with the Visual Resources Center, the librarians are working on a collection plan to build image collections, and will continue to offer workshops as they explore ways to incorporate visual literacy into the curriculum throughout the university. Acknowledgments: Heather Seniff, Interim Director, DU’s Visual Resources Center, for her assistance with the survey. Tammy Ravas, Visual and Performing Arts Librarian and Media Coordinator, University of Montana, for advice on fair use guidelines. Carrie Forbes, Instruction Coordinator and Reference Librarian, DU, for helping proof the survey and evaluate the results. References and Resources: Harris, B. R. (2007). Image-inclusive instruction, College & Undergraduate Libraries , 14 (2), 65-75. doi: 10.1300/J106v14n02_05 Hattwig, D. (2011, March 8). ACRL/IRIG visual literacy standards [web log comment]. Retrieved from http://acrlvislitstandards.wordpress.com/category/vl-definition/ Marcum, J. W. (2002). Beyond visual culture: The challenge of visual ecology. portal: Libraries and the Academy, 2 (2),189-206. Stafford, B. M. (1996). Good looking: Essays on the virtue of images . Cambridge, MA: MIT Press. What We Did: As a part of her practicum, Rachel worked with Peggy to compose and administer an online survey that assessed the DU community’s need for images, as well as the community’s ability to find and use images in their coursework or teaching. One question we asked students was, “What, if any, challenges do you face when finding and using images? Select all that apply.” See the pie chart for results. After evaluating the survey results, we determined that the greatest needs were finding high-quality images and understanding copyright, fair use, and citing. We developed and taught a workshop that introduced participants to Google Images, ARTstor, and AccuNet/AP Multimedia Archive. In that workshop, we also introduced participants to basic concepts of copyright, fair use, and citing. A LibGuide accompanied the course and is available at http://libguides.du.edu/images. Rachel Hartman Children’s Librarian Denver Public Library Peggy Keeran Arts and Humanities Reference Librarian Penrose Library, University of Denver Visual Literacy Defined : A set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media[...] A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture. -Hattwig, 2011 by Jessie de la Cruz, Penrose Library, University of Denver Despite the prevalence of visual communication, many individuals lack the skills needed to navigate the visual landscape. Benjamin Harris writes that librarians are well equipped to help students learn to “locate images, evaluate the sources of images, [and] use them in an effective and ethical manner” (2007). We agree with Harris. Librarians at the University of Denver feel that they can and should support the development of visually literate students. Summary: Images are a powerful way to convey information but working with images is challenging for many patrons and librarians alike. Because librarians teach people how to find and use information, we need to embrace visual materials and teach our patrons how to locate, evaluate, and use images. Similar to information literacy, visual literacy standards, currently under development, may be a way to help librarians systematically meet these challenges . University Communications, University of Denver