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A Case Study of Visual Literacy
among Library and Information Science Students




                                     Dr. Joan E. Beaudoin
                                      Assistant Professor
                 School of Library & Information Science
                                  Wayne State University
Overview
•   Background
•   Questions
•   Methods
•   Findings
•   Conclusion




                            2
Background
•   Who?
•   What?
•   When?
•   Why?




                         3
Virtual Motor City
• Detroit News’ photographic negative archive
• Subset digitized and made freely available




                                                4
Research Questions
• RQ1: What activities increase visual literacy in
  the areas of image description and analysis?
   What assignments, resources and lecture content
    increase visual literacy competencies?
• RQ2: How do students’ perceive their learning
  process?
   How can their visual literacy learning be
    supported?



                                                  5
Methods: Participants
• 31 MLIS students at Wayne State University
  – Enrolled in Digital Libraries course
• Course conducted asynchronously online
  – Recorded lectures of slides with audio & video
• Prerequisite courses include
  – Intro to profession
  – Intro to reference
  – Information organization
  – Information technology

                                                     6
Methods: Data Collection
• Qualitative study
  – Examines students’ understanding of, and
    affective responses to, image metadata creation
• Data collection
  – Image records
  – Blog reflections
• Collected at three points
  – At start of course
  – Midpoint (quality control)
  – At end of course
                                                      7
Methods: Data Collection & Analysis
• Image records -> Excel Spreadsheets
  – Descriptive statistics
     • Which fields were changed most often
     • Which version was most often changed
  – Case ordered displays
     • Compared changes in data
• Blog entries -> Word documents
  – Thematic analysis
     • Constant-comparative method


                                              8
Methods: Exercise 1
• Assigned week 1
• Student assigned 10
  to 30 images
  – Spreadsheet of data
  – Link to record
• Exercise provides
  – Basic concepts
  – Reference resources
  – LCSH, AAT, TGN, etc.



                                  9
Methods: VMC Record Example




                              10
Methods: Exercise 2
• Assigned week 8
• Another student
  reviews
  – Exercise 1 spreadsheet
• Quality control
• Course content to date
  –   Information organization
  –   Metadata
  –   Usability
  –   Evaluation in DLs
  –   Selection
  –   Project management


                                     11
Methods: Exercise 3
• Assigned week 13
• Original student
  – Re-examines their own Exercise 1 spreadsheet
  – Asked to add/change anything needing additional work




                                                       12
Findings: Spreadsheets
• Most often modified (added or changed)
  fields
  – Title, LCSH, tags, description
  – ~60% of modifications in Ex. 3
• Majority of changes consisted of:
  – Capitalization, spelling, punctuation, language
  – More detail added




                                                      13
Findings: Spreadsheets
                               Title
           Ex. 1 - View of two girls.
           Ex. 2 - View of two girls on the steamship
           Tashmoo.
           Ex. 3 - View of two girls waving to the
           steamship Tashmoo.




                                               14
Findings: Spreadsheets
LC Subject Headings:
Ex. 1 Gar Wood
      Orlin Johnson
      Boats
Ex. 2 Wood, Gar
      Johnson, Orlin
      Miss America VII (Motorboats)
Ex. 3 Same as 2 - should have been:
Wood, Garfield Arthur, 1880-1971




                                         15
Findings: Blog
Frustration & Dissatisfaction
• External issues
  –   Tools
  –   Resources
  –   Time
  –   Data
  –   Loss
• Internal issues
  – Knowledge
  – Experience
  – Courage
                                   16
Findings: Blog
Frustration & Dissatisfaction
• External issues
  Tools - limitations of vocabularies
  – Resources
  – Time
  – Data
  – Loss
• Internal issues
  – Knowledge
  – Experience
  – Courage
                                         17
Findings: Blog
Frustration & Dissatisfaction
• External issues
  – Tools - limitations of vocabularies
  Resources - access and availability
  – Time
  – Data
  – Loss
• Internal issues
  – Knowledge
  – Experience
  – Courage
                                          18
Findings: Blog
Frustration & Dissatisfaction
• External issues
  – Tools - limitations of vocabularies
  – Resources - access and availability
  Time - need more, better management
  – Data
  – Loss
• Internal issues
  – Knowledge
  – Experience
  – Courage
                                          19
Findings: Blog
Frustration & Dissatisfaction
• External issues
  – Tools - limitations of vocabularies
  – Resources - access and availability
  – Time - need more, better management
  Data - previous entries
  – Loss
• Internal issues
  – Knowledge
  – Experience
  – Courage
                                          20
Findings: Blog
Frustration & Dissatisfaction
• External issues
  – Tools - limitations of vocabularies
  – Resources - access and availability
  – Time - need more, better management
  – Data - previous entries
  Loss - destruction
• Internal issues
  – Knowledge
  – Experience
  – Courage
                                          21
Findings: Blog
Frustration & Dissatisfaction
• External issues
  –   Tools - limitations of vocabularies
  –   Resources - access and availability
  –   Time - need more, better management
  –   Data - previous entries
  –   Loss - destruction
• Internal issues
  Knowledge - own limitations
  – Experience
  – Courage
                                            22
Findings: Blog
Frustration & Dissatisfaction
• External issues
  –   Tools - limitations of vocabularies
  –   Resources - access and availability
  –   Time - need more, better management
  –   Data - previous entries
  –   Loss - destruction
• Internal issues
  – Knowledge - own limitations
  Experience - cataloging and images
  – Courage
                                            23
Findings: Blog
Frustration & Dissatisfaction
• External issues
  –   Tools - limitations of vocabularies
  –   Resources - access and availability
  –   Time - need more, better management
  –   Data - previous entries
  –   Loss - destruction
• Internal issues
  – Knowledge - own limitations
  – Experience - cataloging and images
  Courage - confidence in their own abilities
                                                 24
Findings: Blog
Confidence (1)
• Lowest when changing existing data
  “I suddenly felt very overwhelmed and under-qualified to
  work on this exercise. … I found myself faced with a
  dilemma ... am I fixing things or am I making them all
  horribly, horribly wrong?” [Student 25]
• Tied to critical nature of description
  “Weight of knowing that your eyes might be the last ones to
  see an item before it goes live.” [Student 9]
  “[I]f the data is inaccurate, one might create user
  dissatisfaction and a bad reputation.” [Student 8]

                                                           25
Findings: Blog
Confidence (2)
• For some it increased across exercises
  “This exercise showed me the importance of coming back to
  materials with fresh eyes and a deeper level of experience …
  I didn’t find many errors, but I did feel a lot more confident
  in the revision process.” [Student 9]

• For others it was a struggle
  “I am not fully satisfied with my results because I would
  have liked to have more time to research all of the images in
  order to provide more thorough annotations.” [Student 13]

                                                              26
Findings: Blog
What they felt they learned
• “My view of descriptive cataloging has changed in the sense
  that I now realize just how hard it is.” [Student 13]
• “I learned from these exercises that I probably need to reign
  that in a bit. I was probably starting to put things into the
  metadata that was really just a guess, rather than accurate.
  Taking the time to research is great, but putting in inaccurate
  data is not. Take your time, be accurate, and be honest
  when you don't know.” [Student 25]




                                                              27
Conclusions
• The exercises increased students’ visual
  literacy
  – However, increase was minimal
     • Need for one-on-one guidance
  – Students were more aware of the challenges
    involved in describing images
• The students experienced a great deal of
  frustration during the exercises
  – Methods of increasing the fun factor
     • Enjoyed the detective work
                                                 28
Future Work
• Continue the study with modifications:
  – Provide one on one feedback about their work
  – Provide students with framework for analyzing
    picture content
  – Find additional exercises that help with using
    controlled vocabularies
  – Interview highly effective students
• Develop guidelines on how to increase visual
  literacy skills among individuals who describe
  images


                                                     29
Thank you




• Comments or questions?
• Joan E. Beaudoin
• Contact me: ee4525@wayne.edu
                                 30
31

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VRA 2012, Visual Literacy Case Studies, A Case Study of Visual Literacy

  • 1. A Case Study of Visual Literacy among Library and Information Science Students Dr. Joan E. Beaudoin Assistant Professor School of Library & Information Science Wayne State University
  • 2. Overview • Background • Questions • Methods • Findings • Conclusion 2
  • 3. Background • Who? • What? • When? • Why? 3
  • 4. Virtual Motor City • Detroit News’ photographic negative archive • Subset digitized and made freely available 4
  • 5. Research Questions • RQ1: What activities increase visual literacy in the areas of image description and analysis?  What assignments, resources and lecture content increase visual literacy competencies? • RQ2: How do students’ perceive their learning process?  How can their visual literacy learning be supported? 5
  • 6. Methods: Participants • 31 MLIS students at Wayne State University – Enrolled in Digital Libraries course • Course conducted asynchronously online – Recorded lectures of slides with audio & video • Prerequisite courses include – Intro to profession – Intro to reference – Information organization – Information technology 6
  • 7. Methods: Data Collection • Qualitative study – Examines students’ understanding of, and affective responses to, image metadata creation • Data collection – Image records – Blog reflections • Collected at three points – At start of course – Midpoint (quality control) – At end of course 7
  • 8. Methods: Data Collection & Analysis • Image records -> Excel Spreadsheets – Descriptive statistics • Which fields were changed most often • Which version was most often changed – Case ordered displays • Compared changes in data • Blog entries -> Word documents – Thematic analysis • Constant-comparative method 8
  • 9. Methods: Exercise 1 • Assigned week 1 • Student assigned 10 to 30 images – Spreadsheet of data – Link to record • Exercise provides – Basic concepts – Reference resources – LCSH, AAT, TGN, etc. 9
  • 10. Methods: VMC Record Example 10
  • 11. Methods: Exercise 2 • Assigned week 8 • Another student reviews – Exercise 1 spreadsheet • Quality control • Course content to date – Information organization – Metadata – Usability – Evaluation in DLs – Selection – Project management 11
  • 12. Methods: Exercise 3 • Assigned week 13 • Original student – Re-examines their own Exercise 1 spreadsheet – Asked to add/change anything needing additional work 12
  • 13. Findings: Spreadsheets • Most often modified (added or changed) fields – Title, LCSH, tags, description – ~60% of modifications in Ex. 3 • Majority of changes consisted of: – Capitalization, spelling, punctuation, language – More detail added 13
  • 14. Findings: Spreadsheets Title Ex. 1 - View of two girls. Ex. 2 - View of two girls on the steamship Tashmoo. Ex. 3 - View of two girls waving to the steamship Tashmoo. 14
  • 15. Findings: Spreadsheets LC Subject Headings: Ex. 1 Gar Wood Orlin Johnson Boats Ex. 2 Wood, Gar Johnson, Orlin Miss America VII (Motorboats) Ex. 3 Same as 2 - should have been: Wood, Garfield Arthur, 1880-1971 15
  • 16. Findings: Blog Frustration & Dissatisfaction • External issues – Tools – Resources – Time – Data – Loss • Internal issues – Knowledge – Experience – Courage 16
  • 17. Findings: Blog Frustration & Dissatisfaction • External issues Tools - limitations of vocabularies – Resources – Time – Data – Loss • Internal issues – Knowledge – Experience – Courage 17
  • 18. Findings: Blog Frustration & Dissatisfaction • External issues – Tools - limitations of vocabularies Resources - access and availability – Time – Data – Loss • Internal issues – Knowledge – Experience – Courage 18
  • 19. Findings: Blog Frustration & Dissatisfaction • External issues – Tools - limitations of vocabularies – Resources - access and availability Time - need more, better management – Data – Loss • Internal issues – Knowledge – Experience – Courage 19
  • 20. Findings: Blog Frustration & Dissatisfaction • External issues – Tools - limitations of vocabularies – Resources - access and availability – Time - need more, better management Data - previous entries – Loss • Internal issues – Knowledge – Experience – Courage 20
  • 21. Findings: Blog Frustration & Dissatisfaction • External issues – Tools - limitations of vocabularies – Resources - access and availability – Time - need more, better management – Data - previous entries Loss - destruction • Internal issues – Knowledge – Experience – Courage 21
  • 22. Findings: Blog Frustration & Dissatisfaction • External issues – Tools - limitations of vocabularies – Resources - access and availability – Time - need more, better management – Data - previous entries – Loss - destruction • Internal issues Knowledge - own limitations – Experience – Courage 22
  • 23. Findings: Blog Frustration & Dissatisfaction • External issues – Tools - limitations of vocabularies – Resources - access and availability – Time - need more, better management – Data - previous entries – Loss - destruction • Internal issues – Knowledge - own limitations Experience - cataloging and images – Courage 23
  • 24. Findings: Blog Frustration & Dissatisfaction • External issues – Tools - limitations of vocabularies – Resources - access and availability – Time - need more, better management – Data - previous entries – Loss - destruction • Internal issues – Knowledge - own limitations – Experience - cataloging and images Courage - confidence in their own abilities 24
  • 25. Findings: Blog Confidence (1) • Lowest when changing existing data “I suddenly felt very overwhelmed and under-qualified to work on this exercise. … I found myself faced with a dilemma ... am I fixing things or am I making them all horribly, horribly wrong?” [Student 25] • Tied to critical nature of description “Weight of knowing that your eyes might be the last ones to see an item before it goes live.” [Student 9] “[I]f the data is inaccurate, one might create user dissatisfaction and a bad reputation.” [Student 8] 25
  • 26. Findings: Blog Confidence (2) • For some it increased across exercises “This exercise showed me the importance of coming back to materials with fresh eyes and a deeper level of experience … I didn’t find many errors, but I did feel a lot more confident in the revision process.” [Student 9] • For others it was a struggle “I am not fully satisfied with my results because I would have liked to have more time to research all of the images in order to provide more thorough annotations.” [Student 13] 26
  • 27. Findings: Blog What they felt they learned • “My view of descriptive cataloging has changed in the sense that I now realize just how hard it is.” [Student 13] • “I learned from these exercises that I probably need to reign that in a bit. I was probably starting to put things into the metadata that was really just a guess, rather than accurate. Taking the time to research is great, but putting in inaccurate data is not. Take your time, be accurate, and be honest when you don't know.” [Student 25] 27
  • 28. Conclusions • The exercises increased students’ visual literacy – However, increase was minimal • Need for one-on-one guidance – Students were more aware of the challenges involved in describing images • The students experienced a great deal of frustration during the exercises – Methods of increasing the fun factor • Enjoyed the detective work 28
  • 29. Future Work • Continue the study with modifications: – Provide one on one feedback about their work – Provide students with framework for analyzing picture content – Find additional exercises that help with using controlled vocabularies – Interview highly effective students • Develop guidelines on how to increase visual literacy skills among individuals who describe images 29
  • 30. Thank you • Comments or questions? • Joan E. Beaudoin • Contact me: ee4525@wayne.edu 30
  • 31. 31

Editor's Notes

  1. Using purposeful sampling – so I am asking particular participants because I wanted to look as specific groups of people – in this case faculty who teach archaeology or art history snowball or chain method of recruitment - asked individuals known to me to contact other professionals who might be interested in participating