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Conference Registration 2015

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Round Table Session 2015

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You will need to prepare the following information:.

  • Give presentation title.
  • Provide list of presenters, including all names, titles, organization/institutional affiliation, contact information, and whether or not a member of IVLA.  Please designate which presenter is the key contact.
  • Give a 50 to 60 word abstract suitable for inclusion in the conference program.  Be sure to include the purpose, session outcome, and intended audience.
  • Indicate whether your proposal is appropriate for K-12 teachers.
  • Indicate whether you would consider presenting in another format than the one you request.
  • Give no more than 3 relevant keywords or phrases describing your work.
  • Laptop or tablet can be used for presentation, but should be supplied by presenters.
  • Provide a 400-600 word description based on your paper’s focus (research, theory, or practice).

    • If you are submitting a research-based proposal, the description should include significance and purpose of the research, research question(s) or problem(s), methods/procedure, results, conclusion, and references. 
    • A theory or practice proposal could be an extended literature review, a case study, a narrative, or a demonstration. The description should include the significance of the work, the questions raised, the practice or findings (if appropriate), and conclusions reached.
  •  If related to K-12 teaching, the description must include how the topic relates to K-12 curriculum standards, what teachers in the sessions will be doing (active, hands-on sessions preferred), and what teachers will take away from the session (handouts, products they have created, lesson plans, rubrics, visual literacy resources, etc.). Please indicate the grade range most appropriate for your topic (e.g., K-12, elementary, middle, high school). 

SUBMIT YOUR PROPOSAL 

Panel Session 2015

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You will need to prepare the following information:

  • Provide the presentation title, and the title of each individual position statement.
  • List all presenters and the chairperson, including all names, titles, organization/institutional affiliation, contact information, and whether or not a member of IVLA. Please designate which presenter is the key contact.
  • Include a 100 to 150 word abstract suitable for inclusion in the conference program. The abstract should provide information regarding the aims of the panel and its scientific and/or educational relevance. Be sure to include the session outcomes, and intended audience.
  • Indicate whether your proposal is appropriate for K-12 teachers.
  • Include no more than 3 relevant keywords or phrases describing your work.
  • Indicate the media to be used. Computer (PC), data projectors and screens will be provided. Internet access is also provided. All other equipment should be supplied by presenters.
  • In the proposal description, summarize the panel session, and include a 100-300 word summary for each individual position. The purpose of the individual summary is to describe the position of each panel participant and must illustrate the diversity of positions with respect to the central issue.

SUBMIT YOUR PROPOSAL 

Paper Presentation 2015

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You will need to prepare the following information:

  • Give presentation title.
  • Provide list of presenters, including all names, titles, organization/institutional affiliation, contact information, and whether or not a member of IVLA.  Please designate which presenter is the key contact.
  • Give a 50 to 60 word abstract suitable for inclusion in the conference program.  Be sure to include the purpose, session outcome, and intended audience.
  • Indicate whether your proposal is appropriate for K-12 teachers.
  • Indicate whether you would consider presenting in another format than the one you request.
  • Give no more than 3 relevant keywords or phrases describing your work.
  • Indicate the media to be used. Computer (PC), data projectors and screens will be provided. Internet access is also provided. All other equipment should be supplied by presenters.
  • Provide a max 500 word description based on your paper’s focus (research, theory, or practice).
    • If you are submitting a research-based proposal, the description should include significance and purpose of the research, research question(s) or problem(s), methods/procedure, results, conclusion, and references.
    • A theory or practice proposal could be an extended literature review, a case study, a narrative, or a demonstration. The description should include the significance of the work, the questions raised, the practice or findings (if appropriate), and conclusions reached.
  •  If related to K-12 teaching, the description must include how the topic relates to K-12 curriculum standards, what teachers in the sessions will be doing (active, hands-on sessions preferred), and what teachers will take away from the session (handouts, products they have created, lesson plans, rubrics, visual literacy resources, etc.). Please indicate the grade range most appropriate for your topic (e.g., K-12, elementary, middle, high school).

Research

If you are submitting a proposal for a research-based session, provide a minimum 400 to maximum 600 word description, including significance and purpose of the research, research question(s) or problem(s), methods/procedure, results, conclusion, and references.

If related to K-12 teaching, please indicate the grade range most appropriate for your topic (e.g., K-12, elementary, middle, high school).

Theory/Practice

If you are submitting a proposal for a theory or practice-based paper presentation, provide a minimum 400 to maximum 600 word description detailing the specific visual literacy topic(s). Extended literature review, case studies, narratives, or demonstrations could be a possible form of this presentation. The proposal should describe the significance of the work, the questions raised, the practice, and conclusions reached.

If related to K-12 teaching, the summary must include how the topic relates to K-12 curriculum standards, what teachers in the sessions will be doing (active, hands-on sessions preferred), and what teachers will take away from the session (handouts, products they have created, lesson plans, rubrics, visual literacy resources, etc.). Please indicate the grade range most appropriate for your topic (e.g., K-12, elementary, middle, high school).

SUBMIT YOUR PROPOSAL 

Call for Proposals 2015

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We invite you to submit a proposal for the 47th Annual Conference of the International Visual Literacy Association (IVLA), to be held on November 1 to 3, 2015, at the de Young Museum, in San Francisco, CA. This year’s theme is Visual Literacy and Technology: From Sight to Insight.
 
IVLA’s annual conference provides scholars, teachers, artists, as well as museum and other professionals, an opportunity to present their work in the multi-disciplinary field of Visual Literacy.

 

The conference facilitates exchange of best and innovative practices,presentation of research results, and discussion of work in progress. Paper presentations, panel sessions, round-table discussions, and poster sessions are invited.Online presentations are also available through poster sessions.

 


Possible Presentation Themes
  • Teaching and Assessing Visual Literacy
  • Visual Literacy in the Content Areas
  • Visual Literacy and Instructional/Training Material Development
  • Visual Arts and Visual Literacy
  • Digital Literacy, Media Literacy, and Visual Literacy
  • Visual Literacy Skills for Virtual Environments, e-Learning, and m-Learning
  • Emerging Technologies and Visual Literacy
  • Globalization, Social and Cultural Identity, and Visual Literacy
  • Visual Culture, Media, Communication and Visual Literacy
  • Social Media and Visual Literacy
  • Information Design, Graphic Design, and Visual Literacy
  • Art Education and Visual Literacy
  • Visual/Image-Based Research
  • Visual Literacy/Visual Learning/Visual Perception/Cognition Research: New Developments, Current Trends and Approaches, and Future Directions

 

Conference Session Formats

Paper Presentation (20 or 50 minutes): A 20-minute presentation or a 45-minute presentation, followed by 5 minutes for questions, comments, and discussion.

Round Table (50 minutes): Round table presenters facilitate and engage in a structured discussion with participants. All attendees have an opportunity to comment, question, or respond.

Panel Session (50 minutes): Discussion panels are fora on a specific issue by a group of practitioners, and/or researchers. They are guided by a chairperson, involving three to five panelists with different positions in the topic.

Poster (50 minutes): Posters sessions will be on display for the entire poster session period. Presenters need only be present for one (scheduled) time during the poster session period. Notice of the time will be included in the poster display.

Online Poster (20 minutes): On-line poster presenter(s) must have synchronous videoconference capability with Skype. Presenters must be on Skype 10 min before and during the scheduled time.

Important Dates

Deadline for Proposal Submission: EXTENDED JULY 15, 2015
Author/Presenter Notification: July 31, 2015
Deadline for Early Bird Registration: August 10, 2015
Deadline for Author/Presenter Registration and Confirmation of Attendance: September 15, 2015
Deadline for Conference Hotel Room Reservations: September 30, 2015

Highlights

Papers presented at IVLA2015 are eligible to be considered for publication in IVLA’s refereed collection of Selected Readings (to be published online in 2016); submission deadline for the Selected Readings is December 31, 2015.

Papers accepted for publication in the Selected Readings, will be considered for the Editors’ Award, and the Braden and Beauchamp Visual Literacy Award.

Proposal Submission

All proposals will be submitted online by completing the appropriate form(s). The following section describes the information you will need to provide for each type of session format.   Note: Regardless of session format, if your session is appropriate for K-12 teachers, please indicate so.

More information:

SUBMIT YOUR PROPOSAL 

IVLA Newsletter Sign Up

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Please sign up for the IVLA Newsletter to receive important information regarding upcoming conferences, visual literacy related events & information and news concerning our organization.

 

Adam Levine

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Adam Levine, Ph.D., is the Assistant Director and Associate Curator of Ancient Art at the Toledo Museum of Art. Levine came from the Metropolitan Museum of Art as part of the Museum’s Mellon Fellowship program.

His background includes doctorate and master’s degrees in art history from the University of Oxford, where he was a Rhodes Scholar, and bachelor’s degrees in art history, anthropology, and mathematics and social sciences from Dartmouth College, where he graduated summa cum laude and Phi Beta Kappa.

He is an expert in Roman art. Levine is a co-founder of Art Research Technologies and has consulted for Sotheby’s and Art & Auction Magazine. He has also served as an art market and policy analyst for Oxford Analytica.

 

 

Adam served as IVLA’s Communications Director for 2014-15

Carolyn L. Berenato

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Carolyn L. Berenato is an assistant professor of Special Education at Saint Joseph’s University.  Her research focuses on K-12 curriculum and educational environments with a concentration on special education teaching in the areas of art, literacy and mathematics education, pre service teachers and administration development, and instructional leadership.  She teaches undergraduate and masters courses on Literacy, Mathematics, Inclusive Classrooms, Special Education Practices for School Leaders, and Special Education Law and Policy.

Prior to her arriving at Saint Joseph’s in January 2009, Dr. Berenato was an affiliate professor of educational leadership at Cabrini College, where she taught courses on administration and faculty development in elementary and secondary education settings.  From 2000-2009, she also served as a literacy coach, assistant principal and principal with the Upper Darby School District.  Dr. Berenato received her B.A. in art history from Rosemont College, her M.S. in elementary education, reading specialist and special education from Saint Joseph’s University, and her Ed.D. in educational leadership from Saint Joseph’s University.

Her dissertation, A Historical Analysis of the Influence of John Dewey’s Educational Philosophy on the Barnes Foundation’s Art Educational Experience: 1922 to the Present, was completed in 2008. Her dissertation was published in to a book in 2010, John Dewey’s Educational Philosophy and the Barnes Foundation.  Her other work has appeared in the Journal of Education and Learning, and the Scholar-Practitioner Quarterly.

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Frank A. Cerreto

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Frank A. Cerreto has been a member of the faculty of General Studies at Stockton University since 1976.  His research interests include problem representation in mathematics education, connections between mathematics and other disciplines, visual literacy and mathematics education, as well as technology and mathematics education.

For most of his career at Stockton, Frank has served as both coordinator and instructor in Stockton’s First-Year Studies (formerly Basic Studies) Program, while designing and teaching undergraduate and graduate mathematics and mathematics education courses for liberal arts students and for pre- and in-service teachers.  He was instrumental in developing and implementing the college’s Quantitative-Reasoning-Across-the-Disciplines (QUAD) program, which has been supported by three external grants, including two from the National Science Foundation.

Frank also leads and plays in the Stockton Faculty Band, a musical group that raises scholarship money for Stockton students. An active member of the International Visual Literacy Association, he serves currently as the organization’s Membership Coordinator.

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Geri Chesner

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Geri A. Chesner, PhD., Associate Professor, currently serves as the National College of Education Director of Assessment at National Louis University. She is a professor in the Teaching, Learning and Assessment and Teacher Leader graduate programs. She completed her doctorate degree in Urban Education at the University of Wisconsin-Milwaukee and studied urban children constructing meaning through response to picture book illustration and design. Through her research she identified nine key visual literacy skills that support a framework for integrating visual literacy within the early childhood and elementary literacy curriculum. Her research focus continues related to visual literacy and supporting and developing it in a variety of educational contexts.

Prior to National Louis University, Geri was an associate professor at Alverno College in Milwaukee where in addition to teaching in the elementary teacher preparation program, taught in and coordinated the graduate program in reading and literacy. Her work there included being a team member on the college-wide Aesthetic Engagement committee, one of the 8 core abilities of Alverno’s curriculum that nurtures students in “mastering the ability to engage with the arts and draw meaning and value from artistic expression.” Her elementary teaching experience was in the Milwaukee Public Schools at the 3rd through 5th grade level in an Open Education, project-based curriculum school.

Geri has been a member of IVLA for 15 years, since being introduced to it during her doctoral work. In addition to being IVLA secretary, she has been a board member serving for three terms.

 

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Karen F. Tardrew

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I am a visual learner and passionate about the impact photographic images and art can have on learners, emotions, context and depth of understanding. I know that it is not conventional, but it gives you a real glimpse into my framework, lens, if you will. I also believe in using visual images to explore holistic practices to construct new personal and professional understandings. As our world becomes more and more integrated into a technological world, our references and understandings about image are critical.

I hold an Ed. D in Instructional Leadership with a focus on Educational Leadership, and a Master’s Degree in Curriculum and Instruction. I’ve been with National-Louis University since 1992. My experience includes teaching in Urban Special Education settings (Middle and Elementary Levels). My research includes publications and presentations on: teacher reflection, self-study practices, visual research, holistic education and co-constructing knowledge. My teaching focuses on collaborative group process, constructivist teaching, action research, teacher wellness, service learning and alternative assessments. In addition to teaching teachers as an Associate Professor, I am Program Coordinator for teaching, Learning & Assessment and the Wisconsin Director of Education Programs. I love living in beautiful, Madison, Wisconsin with my husband of 28 years and my 3 children: 22, 20 & 16.

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Invited Submissions

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Scott R. McMaster

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Scott R. McMaster is a Newfoundland born artist and educator now living  in Montreal and a PhD Candidate in  Art Education at Concordia University.  His photos explore abstract landscapes of waste and follow the de-evolution of man-made materials, playing upon viewer’s notions of narrative and traditional beauty. His current research involves crowd sourcing drawings from around the world to explore globalization through the lens of popular visual culture with the hopes of informing visual & media based literacies. Scott has been a member of the IVLA since 2011 and a member of the board since 2012.

Scott’s website: www.untitledartist.com

Watch Scott’s presentation at IVLA’s 2014 confernce:

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Martin Scorsese on the Importance of Visual Literacy

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Published on 15 Jun 2012

Martin Scorsese touches on topics ranging from violence in films to the preservation of classic movies.

 

 

(Posted by Edutopia)

Keynote: Nick Sousanis

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IVLA 2014 

Nick Sousanis received his doctorate in education at Teachers College, Columbia University in 2014, where he wrote and drew his dissertation entirely in comic book form. Titled Unflattening, it argues the importance of visual thinking in teaching and learning. A book version will be published by Harvard University Press in March of 2015. Before coming to New York City, he was immersed in Detroit’s thriving arts community, where he co-founded the arts and cultural site thedetroiter.com and became the biographer of legendary Detroit artist Charles McGee. He furthers his advocacy for the medium as a powerful tool for thought in the comics courses he developed and taught at Teachers College and at Parsons in New York City.

This keynote presentation was recorded November 7, 2014 during the 47th International Visual Literacy Association (IVLA) conference at the Toledo Museum of Art. Produced by Penta Career Center.

Photography and Intergenerational Understanding

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IVLA 2014 

Presenter:
► Lee Fearnside (Associate Professor of Art, Tiffin University, Tiffin, OH)

Filmed November 8, 2014 during the 47th International Visual Literacy Association (IVLA) conference at the Toledo Museum of Art. Produced by Penta Career Center.

Keynote: Stephen Apkon

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IVLA 2014 

In 1999, following a career in merchant banking, Stephen Apkon founded the Jacob Burns Film Center, with a vision of establishing a hub for independent, foreign and documentary films and education. The JBFC has grown to become a major cultural destination and a national leader in the field of visual literacy. Since 2001, the JBFC’s education programs, which incorporate film programming and production experiences into the curriculum, have reached 120,000 children, more than 50% of them from underserved communities throughout the tri-state area. More recently, the social entrepreneur is the founder and CEO of Chakana Media, Inc., a newly formed documentary production company that is developing films that focus on critical societal issues. Apkon is the author of The Age of the Image: Redefining Literacy in a World of Screens.

This presentation was recorded November 8, 2014 by WGTE Public Media at the Toledo Museum of Art as part of the 47th International Visual Literacy Association (IVLA) conference

Brian Kennedy: Museums & Visual Literacy

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IVLA 2014

Three PechaKucha presentations on Visual Literacy and the ways that it is used at the New Orleans Museum of Art, the Mint Museum, and the Toledo Museum of Art.

This presentation was recorded November 8, 2014 by WGTE Public Media at the Toledo Museum of Art as part of the 47th International Visual Literacy Association (IVLA) conference.