Visual information literacy via visual means: three heuristics

Abstract

Purpose

This paper offers definitions and application scenarios for three interdisciplinary heuristics designed to encourage a more holistic view of texts with the objective of raising awareness and enhancing the information literacy of student researchers.

Design/methodology/approach

The paper is based on the thesis that visual texts and images should be considered in information literacy theory and practice, a selection of three visual heuristics found to be useful in instruction session situations are explained and described in a practical teaching situation.

Findings

These three heuristics can be used in a number of ways for different audiences to encourage critical thinking about the context, components, and the communication process involved in presenting texts used by students (from books, to journal and newspaper articles, and web sites).

Research limitations/implications

There are other useful heuristics that have not been considered within the scope of this study. Other readers and researchers may locate and discuss other means by which these ends can be achieved.

Originality/value

A number of texts in the professional literature have discussed whether or not visual literacy and images should be considerations for information literacy advocates. Few have offered specific interdisciplinary examples that might be used to experiment with or achieve such an aim.

Citation

Harris, B.R. (2006), "Visual information literacy via visual means: three heuristics", Reference Services Review, Vol. 34 No. 2, pp. 213-221. https://doi.org/10.1108/00907320610669452