Rediscover Needs in Teaching Visual Literacy Skills in University Classrooms
Yuqiao Cao
University of Delaware, USA
Abstract
Visual literacy instruction is an emerging topic in higher education, yet a gap exists in how those concepts and skills are taught in classrooms. The Visual Literacy Librarian at the University of Delaware created a mixed-method needs assessment that surveyed faculty and instructors on their current awareness and experiences in teaching visual literacy skills in classrooms across disciplines. Data was collected from a campus-wide online survey and voluntary interviews. A thematic analysis demonstrated that faculty and instructors across fields had similar interests and values toward visual literacy as a critical component in teaching and learning. The variation in experiences and different levels of expertise indicated challenges in implementing visual literacy in instructions. This chapter introduces new opportunities for the library and museums to support faculty by proposing new partnerships and unique institutional supports that aim to expand the interdisciplinary effort in teaching visual literacy in faculty’s educational practices and beyond.
Keywords: assessment, academic libraries, visual literacy study and teaching, opportunities, higher education