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Open Information Science

Editor-in-Chief: Sturges, Paul

Open Access
Online
ISSN
2451-1781
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Representing Gender: Visual Literacy Instruction in the Academic Library

Millicent Fullmer
Published Online: 2019-04-01 | DOI: https://doi.org/10.1515/opis-2019-0002

Abstract

Contemporary society is dominated by visual communication, yet visual literacy is a learned skill that requires training. Gender issues, particularly the subjects of gender diversity and power struggles, are deeply pertinent to today’s visual culture. The critical consumption of information has long been taught in libraries, though instruction has typically prioritized text-based sources. However, visual literacy instruction has the capacity to provoke critical inquiry into issues of gender, race, social class, and ethnicity. As institutions that promote social justice, libraries can help improve diversity and inclusion in their communities through teaching visual literacy skills at all levels. Critical visual literacy instruction can also help academic libraries advance student scholarship, which can only be achieved if they are literate in all forms of knowledge production.

Keywords: Image research; gender diversity; library instruction; visual culture; library neutrality

References

About the article

Received: 2018-09-01

Accepted: 2019-01-29

Published Online: 2019-04-01

Published in Print: 2019-01-01


Citation Information: Open Information Science, Volume 3, Issue 1, Pages 22–31, ISSN (Online) 2451-1781, DOI: https://doi.org/10.1515/opis-2019-0002.

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© 2019 Millicent Fullmer, published by De Gruyter Open. This work is licensed under the Creative Commons Attribution 4.0 Public License. BY 4.0

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