Blurring borders, visualizing connections: Aligning information and visual literacy learning outcomes

摘要

Purpose: This paper seeks to offer a rationale and practical suggestions for the integration of visual literacy instruction and information literacy instruction practice and theory. Design/methodology/approach: The paper aligns visual literacy and information literacy competency standards, revealing connections and opportunities for practical integration during library instruction and traditional classroom instruction. Findings: On analysis of 11 visual literacy competencies, three exhibit a strong relationship with the ACRL's Information Literacy Competency Standards. Practical implications: The paper provides guidelines for teaching and learning scenarios that may be used in a library instruction session or as part of a course curriculum. Originality/value: The paper advocates the alignment of visual literacy and information literacy competencies as a method for connecting multiple literacies in information literacy instruction.