ACRL Visual Literacy Competency
Standards for Higher Education

Source: The Association of College and Research Libraries
http://www.ala.org/acrl/standards/visualliteracy

Standard One

The visually literate student determines the nature and extent of the visual materials needed.

Performance indicators:

  1. The visually literate student defines and articulates the need for an image.
    See Learning Outcomes ↓
    1. Defines the purpose of the image within the project (e.g., illustration, evidence, primary source, focus of analysis, critique, commentary)
    2. Defines the scope (e.g., reach, audience) and environment (e.g., academic environment, open web) of the planned image use
    3. Articulates criteria that need to be met by the image (e.g., subject, pictorial content, color, resolution, specific item)
    4. Identifies key concepts and terms that describe the needed image
    5. Identifies discipline-specific conventions for image use
  2. The visually literate student identifies a variety of image sources, materials, and types.
    See Learning Outcomes ↓
    1. Explores image sources to increase familiarity with available images and generate ideas for relevant image content
    2. Investigates the scope, content, and potential usefulness of a range of image sources and formats (e.g., digital, print, subscription databases, open web, books or articles, repositories, personal creations)
    3. Identifies different image and visual media types and materials (e.g., paintings, prints, photographs, born-digital images, data models)
    4. Articulates ways images can be used to communicate data and information (e.g., charts, graphs, maps, diagrams, models, renderings, elevations)
    5. Recognizes that existing images can be modified or repurposed to produce new visual content

Standard Two

The visually literate student finds and accesses needed images and visual media effectively and efficiently.

Performance indicators:

  1. The visually literate student selects the most appropriate sources and retrieval systems for finding and accessing needed images and visual media.
    See Learning Outcomes ↓
    1. Identifies interdisciplinary and discipline-specific image sources
    2. Articulates the advantages and disadvantages of various types of image sources and retrieval systems
    3. Recognizes how the image search process is affected by image rights and use restrictions
    4. Uses specialized online or in-person services to select image sources (e.g., online research guides, image and reference librarians, curators, archivists, disciplinary experts)
    5. Selects the most appropriate image sources for the current project
  2. The visually literate student conducts effective image searches.
    See Learning Outcomes ↓
    1. Develops a search strategy appropriate to the image need and aligned with available resources
    2. Recognizes the role of textual information in providing access to image content, and identifies types of textual information and metadata typically associated with images (e.g., captions or other descriptions, personal or user-generated tags, creator information, repository names, title keywords, descriptions of visual content)
    3. Recognizes that images are often organized differently than text-based information and that this affects the way images can be accessed (e.g., absence of full-text search, variations in controlled vocabularies, lack of subject terms)
    4. Identifies keywords, synonyms, and related terms for the image needed, and maps those terms to the vocabulary used in the image source
    5. Uses images to find other images through exploration, social linking, visual search engines, or browsing
    6. Performs image and topical research concurrently, with each informing the other in an iterative resource-gathering process
    7. Assesses the quality, quantity, and appropriateness of images retrieved, and revises the search strategy as necessary
  3. The visually literate student acquires and organizes images and source information.
    See Learning Outcomes ↓
    1. Retrieves or reproduces the needed image using appropriate technologies or systems (e.g., download functions, copy and paste, scanning, cameras)
    2. Accesses physical objects as needed to support the image research objective (e.g., site visits to archives, repositories, museums, galleries, libraries)
    3. Organizes images and the information that accompanies them for personal retrieval, reuse, and scholarly citation

Standard Three

The visually literate student interprets and analyzes the meanings of images and visual media.

Performance indicators:

  1. The visually literate student identifies information relevant to an image’s meaning.
    See Learning Outcomes ↓
    1. Looks carefully at an image and observes content and physical details
    2. Reads captions, metadata, and accompanying text to learn about an image
    3. Identifies the subject of an image
    4. Examines the relationships of images to each other and uses related images to inform interpretation
    5. Recognizes when more information about an image is needed, develops questions for further research, and conducts additional research as appropriate
  2. The visually literate student situates an image in its cultural, social, and historical contexts.
    See Learning Outcomes ↓
    1. Describes cultural and historical factors relevant to the production of an image (e.g., time period, geography, economic conditions, political structures, social practices)
    2. Examines the purposes and meanings of an image in its original context
    3. Explores choices made in the production of an image to construct meaning or influence interpretation (e.g., framing, composition, included or excluded elements, staging)
    4. Describes the intended audience for an image
    5. Explores representations of gender, ethnicity, and other cultural or social identifiers in images
    6. Investigates how the audience, context, and interpretation of an image may have changed over time
  3. The visually literate student identifies the physical, technical, and design components of an image.
    See Learning Outcomes ↓
    1. Describes pictorial, graphic, and aesthetic elements of an image (e.g., color, composition, line, shape, contrast, repetition, style)
    2. Identifies techniques, technologies, or materials used in the production of an image
    3. Determines whether an image is an original or a reproduction
    4. Examines an image for signs of editing, alteration, or manipulation (e.g., cropping, color correction, image enhancements)
  4. The visually literate student validates interpretation and analysis of images through discourse with others.
    See Learning Outcomes ↓
    1. Participates in classroom and other discussions about images
    2. Seeks expert and scholarly opinion about images, including information and analysis found in reference sources and scholarly publications
    3. Informs analysis with discipline-specific perspectives and approaches

Standard Four

The visually literate student evaluates images and their sources.

Performance indicators:

  1. The visually literate student evaluates the effectiveness and reliability of images as visual communications.
    See Learning Outcomes ↓
    1. Evaluates how effectively an image achieves a specific purpose
    2. Assesses the appropriateness and impact of the visual message for the intended audience
    3. Critiques persuasive or manipulative strategies that may have been used in image production to influence interpretation
    4. Evaluates the use of visual signs, symbols, and conventions to convey meaning
    5. Analyzes the effect of image editing or manipulation on the meaning and reliability of the image
    6. Determines the accuracy and reliability of graphical representations of data (e.g., charts, graphs, data models)
    7. Evaluates images using disciplinary criteria
  2. The visually literate student evaluates the aesthetic and technical characteristics of images.
    See Learning Outcomes ↓
    1. Evaluates the aesthetic and design characteristics of images (e.g., use of color, composition, line, shape, contrast, repetition, style)
    2. Evaluates the technical characteristics of images (e.g., resolution, size, clarity, file format)
    3. Evaluates the quality of image reproductions, based on indicators such as color accuracy, resolution, manipulation levels, and comparison to other reproductions
  3. The visually literate student evaluates textual information accompanying images.
    See Learning Outcomes ↓
    1. Evaluates information that accompanies images for accuracy, reliability, currency, and completeness
    2. Uses observation of visual content to evaluate textual information
    3. Verifies information that accompanies images by consulting multiple sources and conducting research as necessary
  4. The visually literate student makes judgments about the reliability and accuracy of image sources.
    See Learning Outcomes ↓
    1. Assesses reliability and accuracy of image sources based on evaluations of authority, and point of view or bias
    2. Makes judgments about image sources based on evaluations of image and information quality
    3. Critiques how an image source may create a new context for an image and thereby change its meaning

Standard Five

The visually literate student uses images and visual media effectively.

Performance indicators:

  1. The visually literate student uses images effectively for different purposes.
    See Learning Outcomes ↓
    1. Plans for strategic use of images and visual media within a project
    2. Selects appropriate images and visual media aligned with a project’s purpose
    3. Integrates images into projects purposefully, considering meaning, aesthetic criteria, visual impact, and audience
    4. Uses images for a variety of purposes (e.g., as illustrations, evidence, visual models, primary sources, focus of analysis)
    5. Uses images for subject-specific and interdisciplinary research, communication, and learning
  2. The visually literate student uses technology effectively to work with images.
    See Learning Outcomes ↓
    1. Uses appropriate editing, presentation, communication, storage, and media tools and applications to prepare and work with images
    2. Determines image file format, size, and resolution requirements for a project, and converts images accordingly
    3. Edits images as appropriate for quality, layout, and display (e.g., cropping, color, contrast)
  3. The visually literate student uses problem solving, creativity, and experimentation to incorporate images into scholarly projects.
    See Learning Outcomes ↓
    1. Experiments with different ways of integrating images into academic work
    2. Uses visual thinking skills to clarify and solve problems
  4. The visually literate student communicates effectively with and about images.
    See Learning Outcomes ↓
    1. Writes clearly about images for different purposes (e.g., description, analysis, evaluation)
    2. Presents images effectively, considering meaning, aesthetic criteria, visual impact, rhetorical impact, and audience
    3. Discusses images critically with other individuals, expressing ideas, conveying meaning, and validating arguments
    4. Includes textual information as needed to convey an image’s meaning (e.g., using captions, referencing figures in a text, incorporating keys or legends)
    5. Reflects on the effectiveness of own visual communications and use of images

Standard Six

The visually literate student designs and creates meaningful images and visual media.

Performance indicators:

  1. The visually literate student produces visual materials for a range of projects and scholarly uses.
    See Learning Outcomes ↓
    1. Creates images and visual media to represent and communicate concepts, narratives, and arguments (e.g., concept maps, presentations, storyboards, posters)
    2. Constructs accurate and appropriate graphic representations of data and information (e.g., charts, maps, graphs, models)
    3. Produces images and visual media for a defined audience
    4. Aligns visual content with the overall purpose of project
  2. The visually literate student uses design strategies and creativity in image and visual media production.
    See Learning Outcomes ↓
    1. Plans visual style and design in relation to project goals
    2. Uses aesthetic and design choices deliberately to enhance effective communication and convey meaning
    3. Uses creativity to incorporate existing image content into new visual products
  3. The visually literate student uses a variety of tools and technologies to produce images and visual media.
    See Learning Outcomes ↓
    1. Experiments with image-production tools and technologies
    2. Identifies the best tools and technologies for creating the visual product
    3. Develops proficiency with a range of tools and technologies for creating images and visual media
  4. The visually literate student evaluates personally created visual products.
    See Learning Outcomes ↓
    1. Evaluates personally created visual products based on project goals
    2. Evaluates personally created visual products based on disciplinary criteria and conventions
    3. Reflects on the role of personally created visual products as a meaningful contribution to research, learning, or communication
    4. Validates personally created visual products through discourse with others
    5. Revises personally created visual products based on evaluation

Standard Seven

The visually literate student understands many of the ethical, legal, social, and economic issues surrounding the creation and use of images and visual media, and accesses and uses visual materials ethically.

Performance indicators:

  1. The visually literate student understands many of the ethical, legal, social, and economic issues surrounding images and visual media.
    See Learning Outcomes ↓
    1. Develops familiarity with concepts and issues of intellectual property, copyright, and fair use as they apply to image content
    2. Develops familiarity with typical license restrictions prescribing appropriate image use
    3. Recognizes one’s own intellectual property rights as an image creator
    4. Identifies issues of privacy, ethics, and safety involved with creating, using, and sharing images
    5. Explores issues surrounding image censorship
  2. The visually literate student follows ethical and legal best practices when accessing, using, and creating images.
    See Learning Outcomes ↓
    1. Identifies institutional (e.g., museums, educational institutions) policies on access to image resources, and follows legal and ethical best practices
    2. Tracks copyright and use restrictions when images are reproduced, altered, converted to different formats, or disseminated to new contexts
    3. States rights and attribution information when disseminating personally created images
  3. The visually literate student cites images and visual media in papers, presentations, and projects.
    See Learning Outcomes ↓
    1. Gives attribution to image creators in citations and credit statements to acknowledge authorship and author rights
    2. Includes source information in citations and credit statements so visual materials can be reliably found and accessed by other scholars and researchers
    3. Cites visual materials using an appropriate documentation style