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Manuscript deadline
15 July 2020

Cover image - Journal of Visual Literacy

Journal of Visual Literacy

Special Issue Editor(s)

Alon Friedman, School of Information, University of South Florida
[email protected]

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Truth and Lie in Visual Literacy

Many people today frequently check Facebook and Instagram—the average American spends more than 2 hours per day on social media.  As we experience the global growth of social media in our daily lives, we encounter more visual content than ever before. Visual content often referred to the roots of interpreting visual objects uncovered in Susan Sontag work (1964). According to her, the result of a series of considerations that touch upon the visual object's history, its symbolism, its manifestation and realization in the eyes of the beholder. Visual content also refers to the innovative use of images and interactive technology to explore large, high-density data sets. While visual content has many benefits, it brings a number of challenges, and one of the greatest is in education. Researchers, teachers, and students alike routinely weigh the potential benefits of using visual content in education against its risks and consequences. An additional challenge is that social media messages are changing what counts as truth. As instructors experiment with incorporating visual content into their classes, they also need to consider how students can be taught to ascertain the veracity and credibility of this content. To meet this need, researchers have called for better visual literacy education. This special issue will focus on technology and tools for teaching visual literacy regarding truth and lies. Special attention will be paid to graphic design schemes, visual theories, typography, image posture and interactions in the context of truth and lies.

The aim of the special issue

Today’s students were born into an image-saturated social media environment, and their literacy practices are mediated visually, including by photo and video creation and sharing, video chatting, and the visual language of emoticons, GIFs, and emojis. Research has found that teaching visually helps develop students’ creativity and thus opens new learning possibilities. Images also enhance memory, which benefits the learning process. Image-based learning helps in expressing thoughts and opinions, which are often provoked or inspired by visual clues. And yet, with all this progress, we have little knowledge of the role of visual literacy educators in teaching students to recognize visual lies and truth in the classroom. More specifically, how do we teach students about images that lie or tell the truth? What tools and theories help us identify visual representation manipulation in the classroom? What can educators and researchers do to deal with visual lies and truth?

The papers included in this special issue represent a variety of disciplines: social and education sciences, engineering, media communication, visual culture and library and information science. They contribute to the analysis of the links between visual research, visual literacy, innovative teaching and education practices and truth and lies.

We welcome papers on the following topics and related themes- full length paper/short case study paper, presenting classroom practices.

- Critical readings of visual truth and lie found in media, textbooks, and literacy work that can be transformed into class materials.

- Innovative technological tools and methodologies in teaching visual truth or lie.

- Ethical dilemmas in teaching visual truth and lie.

- Case studies of applying visual literacy skills for detecting truth and lie discourse in classroom practices.

- The role of art museums in retaining truth and lie in their collections.

Looking to Publish your Research?

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Submission Instructions

  • Select "special issue title” when submitting your paper to ScholarOne
  • Key dates:
    • Abstracts of 500 words indicating length of proposed paper plus a 100-word biographical statement: May 15, 2020  Please submit to Guest Editor Dr. Friedman: [email protected]
    • Invitations for full articles sent to authors: June 10, 2020.
    • Short case study papers (2000 words): July 15, 2020
    • Full articles (7000-8000 words) submission: July 15, 2020
  • Guidelines for manuscript submissions and instructions for Authors:

Please refer to the Journal of Visual Literacy for style guidelines below.

Instructions for AuthorsSubmit an Article