Visual Literacy In Education

Visual literacy

According to Welsh, 2010 said that visual literacy as defined by the International Visual Literacy Association is a group of vision competencies a human being can develop by seeing and at the same time having integrating other sensory experiences. According to John Debes (1969, as cited in the Welsh 2010) define visual literacy as a set of competencies that enable a visually literate person to discriminate and interpret the visual actions, objects, and symbols, natural or man-made, that are encountered in the environment. Through the creative use of these competencies, we are able to communicate with others.

Visualization of information is different from but related to information literacy. Visualization of information focuses

Other than that, The Standards (2000, as cited in Hoyer, 2011) define information literacy as “a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information’”. While the Standards state themselves to be “common to all disciplines, to all learning environments, and to all levels of education”, they are generally interpreted within the narrower focus of an education environment, and more specifically most often within the university. In other hand, based on our understanding information literacy in context is the need for careful retrieval and selection of information available and places prime emphasis on recognizing message quality, authenticity and credibility. We as students in dealing with a lot of assignment need to have the information literacy skills in order to retrieve the information and sources to complete the assignment that have been

In other hand, the librarian can explain how to limit the search and use the appropriate search engine usefully. Other than that, students can gain knowledge and skills to be information literate. The information literate person identifies, find, evaluate, apply and acknowledge information by themselves with effectively. The student who is information literate can accesses information efficiently and effectively. Yet, the student who is information literate recognizes that having good information is central to meeting the opportunities and challenges of day-to-day living. That student knows when to seek information beyond his or her personal knowledge, how to frame questions that will lead to the appropriate information, and where to seek that information. The student knows how to structure a search across a variety of sources and formats to locate the best information to meet a particular need. Last but not least, the student who is information literate evaluates information critically and competently and manages information skillfully and effectively in a variety of