info
Google Groups no longer supports new Usenet posts or subscriptions. Historical content remains viewable.
Dismiss
February 2024 MBR The Library Science Shelf
3 views
Skip to first unread message
Midwest Book Review
Feb 19, 2024, 3:43:48 PMFeb 19
to
The Library Science Shelf
Unframing the Visual
Maggie Murphy, et al.
ACRL Books Association of College & Research Libraries
c/o American Library Association
https://www.ala.org
9780838939918, $120.00, PB, 452pp
https://www.amazon.com/Unframing-Visual-Literacy-Libraries-Information/dp/0838939910
Synopsis: Visual literacy is an interconnected set of practices, habits, and values for participating in visual culture that can be developed through critical, ethical, reflective, and creative engagement with visual media. Approaches to teaching visual literacy in higher education must include a focus on context and not just content, process and not just product, impact and not just intent. Unframing is an approach to visual literacy pedagogy that acknowledges that visuals are a pervasive part of everyday life, as well as embedded into every scholarly discipline.
In four parts, "Unframing the Visual: Visual Literacy Pedagogy in Academic Libraries and Information Spaces" explores: Participating in a Changing Visual Information Landscape; Perceiving Visuals as Communicating Information; Practicing Visual Discernment and Criticality; Pursuing Social Justice through Visual Practice
Twenty-four full color chapters present a range of theoretical and practical approaches to visual literacy pedagogy that illustrate, connect with, extend, and criticize concepts from the Framework for Visual Literacy in Higher Education: Companion Document, to the Framework for Information Literacy for Higher Education. Topics include using TikTok to begin a conversation on academic honesty and marginalization; supporting disciplines to move to multimodal public communication assignments; critical data visualization; and exclusionary practices in visual media.
In exploring the discussions and engaging with the activities in "Unframing the Visual", you will find new inspiration for how to unframe, adapt, and apply visual literacy pedagogy and praxis in your work.
Critique: Of special note is that "Unframing the Visual: Visual Literacy Pedagogy in Academic Libraries and Information Spaces" also includes a complete listing of the editors, contributors, and their credentials. Expertly organized and presented, and unreservedly recommended for personal/professional reading lists and college/university library collections, "Unframing the Visual" is an ideal textbook that will have a very special value to readers with an interest in Library & Informational Science, and supplemental General Library & Information Science curriculum studies lists.
Editorial Note #1: 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.
Editorial Note #2: 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.
Editorial Note #3: 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.
Editorial Note #4: 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.
EDITOR'S NOTE:
The Midwest Book Review is an organization of volunteers committed to promoting literacy, library usage, and small press publishing. We accept no funds from authors or publishers. Full permission is given to post any of these reviews on thematically appropriate websites, newsgroups, listserves, internet discussion groups, organizational newsletters, or to interested individuals. Please give the Midwest Book Review a credit line when doing so.
The Midwest Book Review publishes the monthly book review magazines "California Bookwatch", "Internet Bookwatch", "Children's Bookwatch", "MBR Bookwatch", "Reviewer's Bookwatch", and "Small Press Bookwatch". All are available for free on the Midwest Book Review website at www (dot) midwestbookreview (dot) com
Anyone wanting to submit books for review consideration can send them to:
James A. Cox, Editor-in-Chief
Midwest Book Review
278 Orchard Drive
Oregon, WI 53575-1129
To submit reviews of any fiction or non-fiction books, email them to Frugalmuse (at) aol (dot) com (Be sure to include the book title, author, publisher, publisher address, publisher website/phone number, 13-digit ISBN number, and list price).
James A. Cox, Editor-in-Chief
Midwest Book Review
Unframing the Visual
Maggie Murphy, et al.
ACRL Books Association of College & Research Libraries
c/o American Library Association
https://www.ala.org
9780838939918, $120.00, PB, 452pp
https://www.amazon.com/Unframing-Visual-Literacy-Libraries-Information/dp/0838939910
Synopsis: Visual literacy is an interconnected set of practices, habits, and values for participating in visual culture that can be developed through critical, ethical, reflective, and creative engagement with visual media. Approaches to teaching visual literacy in higher education must include a focus on context and not just content, process and not just product, impact and not just intent. Unframing is an approach to visual literacy pedagogy that acknowledges that visuals are a pervasive part of everyday life, as well as embedded into every scholarly discipline.
In four parts, "Unframing the Visual: Visual Literacy Pedagogy in Academic Libraries and Information Spaces" explores: Participating in a Changing Visual Information Landscape; Perceiving Visuals as Communicating Information; Practicing Visual Discernment and Criticality; Pursuing Social Justice through Visual Practice
Twenty-four full color chapters present a range of theoretical and practical approaches to visual literacy pedagogy that illustrate, connect with, extend, and criticize concepts from the Framework for Visual Literacy in Higher Education: Companion Document, to the Framework for Information Literacy for Higher Education. Topics include using TikTok to begin a conversation on academic honesty and marginalization; supporting disciplines to move to multimodal public communication assignments; critical data visualization; and exclusionary practices in visual media.
In exploring the discussions and engaging with the activities in "Unframing the Visual", you will find new inspiration for how to unframe, adapt, and apply visual literacy pedagogy and praxis in your work.
Critique: Of special note is that "Unframing the Visual: Visual Literacy Pedagogy in Academic Libraries and Information Spaces" also includes a complete listing of the editors, contributors, and their credentials. Expertly organized and presented, and unreservedly recommended for personal/professional reading lists and college/university library collections, "Unframing the Visual" is an ideal textbook that will have a very special value to readers with an interest in Library & Informational Science, and supplemental General Library & Information Science curriculum studies lists.
Editorial Note #1: 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.
Editorial Note #2: 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.
Editorial Note #3: 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.
Editorial Note #4: 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.
EDITOR'S NOTE:
The Midwest Book Review is an organization of volunteers committed to promoting literacy, library usage, and small press publishing. We accept no funds from authors or publishers. Full permission is given to post any of these reviews on thematically appropriate websites, newsgroups, listserves, internet discussion groups, organizational newsletters, or to interested individuals. Please give the Midwest Book Review a credit line when doing so.
The Midwest Book Review publishes the monthly book review magazines "California Bookwatch", "Internet Bookwatch", "Children's Bookwatch", "MBR Bookwatch", "Reviewer's Bookwatch", and "Small Press Bookwatch". All are available for free on the Midwest Book Review website at www (dot) midwestbookreview (dot) com
Anyone wanting to submit books for review consideration can send them to:
James A. Cox, Editor-in-Chief
Midwest Book Review
278 Orchard Drive
Oregon, WI 53575-1129
To submit reviews of any fiction or non-fiction books, email them to Frugalmuse (at) aol (dot) com (Be sure to include the book title, author, publisher, publisher address, publisher website/phone number, 13-digit ISBN number, and list price).
James A. Cox, Editor-in-Chief
Midwest Book Review
0 new messages