Abstract: Integrated science and integration of literacy skills are relevant issues to be investigated in science education. This research aimed at determining the validity of integrated science materials and examining the practicality and effectivity of the use of integrated science materials in the scientific approach. The type of this research was research and development. The development of integrated science materials consists of seven stages, namely identifying potentials and problems, collecting information, designing a product, validating the product, revising product, doing limited testing, and revising product. Instruments for collecting data included validity assessment, practicality assessment, written test, and performance assessment. The data were analyzed by descriptive statistics and paired comparison test. Based on the data analysis, there were three results of this research. First, the validity of integrated science instructional materials classified as very high with an average value of 83.2. Second, the integrated science instructional materials were practical according to the science teachers and students with an average value of 86.11 and 89.66 respectively. Third, the integrated science instructional materials were effective in the scientific approach to improving the aspects of knowledge and digital literacy including scientific, functional, and visual literacy at 95% confidence level. These results indicated that employing integrated science instructional materials could overcome the problem of integrated science teaching and improve the digital literacy of students in terms of scientific, functional, and visual literacy. These digital literacy components are also useful for students to get success in their real future life.

Abstract: Competency in visual literacy (VL) is crucial for effective visual communication, and thus for living and working in a visually saturated environment. However, VL across disciplines is still margin...

Abstract: Vision and Change identifies science communication as one of the core competencies in undergraduate biology. Visual representations are an integral part of science communication, allowing ideas to be shared among and between scientists and the public. As such, development of scientific visual literacy should be a desired outcome of undergraduate instruction. We developed the Visualization Blooming Tool (VBT), an adaptation of Bloom's taxonomy specifically focused on visual representations, to aid instructors in designing instruction and assessments to target scientific visual literacy in undergraduate instruction. In this article, we identify the need for the VBT, describe its development, and provide concrete examples of its application to a curriculum redesign effort in undergraduate biochemistry.

Abstract: Contemporary culture is a visual culture. Visual images become the predominant form of communication. Students should be visually literate and be able to read and use visual language, to decode, interpret and evaluate visual messages successfully, and, last but not least, to encode and compose meaningful visual communication. The combination of modeling with other methods in scientific knowledge increases its potential as a cognitive method. Infographics can play a significant role in the process as tool or target according to the age and cognitive abilities of the students. Information images (infographics) are visual representations of information, data or knowledge. The use of infographics as a modeling method can develop different cognitive skills such as interpretation, analysis, assessment, conclusion, explanation, which are all part of the modeling process. In fact, they can be a tool for achieving the next stage of literacy - visual literacy. All this necessitates the exploration of infographics as an instrument in the development of a comprehensive system of cognitive tasks in education related to the formation of skills for modeling. In the paper, six types of cognitive tasks in education are analyzed as well as their relation to the visual literacy competence standards approved by the Association of College & Research Libraries. A comparison of freely available infographics tools is provided and the suitability of different infographics templates is discussed.

Abstract: Although visual complexity is increasing and graphics are essential to support readers’ comprehension of disciplinary texts, visual literacy receives scant attention. Research suggests that...

Abstract: The following investigation aims to analyze how educational resources, textbooks in this case, help to develop the visual literacy of Social Sciences primary education students. This type of literacy is a fundamental aspect in any educational stage as has been confirmed recently by research. To this end most widely-used textbooks from a specific territory since 2006 have been selected and it has been used a research method that combines quantitative (ex post-facto) and qualitative (conceptual categories analysis) procedures applied in activities with figurative illustrations of the History units. The sample is composed by 29 textbooks of the subjects ‘Conocimiento del Medio’ and Social Sciences published under the two last educative laws applied in Spain. The study has resulted in a database composed of 2604 entries, of which 1068 correspond to the activities analyzed (based on 438 illustrations) and 1536 to the illustrations that despite being included in the manuals are not used in any activity. Results show that those resources fulfill an ornamental function and that there is an excessive presence of purely descriptive activities that do not delve into these historical sources included in the textbooks. All of this assumes non-judgemental positions towards visual messages in students and contributes to impoverish their communicative competence in the treatment of graphic information. Along with this, the capacities that these types of resources can present for the development of complex cognitive abilities linked to the historical thinking of the students are limited.

Abstract: The article investigates the ability of preschool children to “read” a photograph (lend it meaning) and to “write” it (to create digital photographs individually or in a group). The premise is that...

Abstract: Purpose This paper aims to explore a study that examines the role of academic librarians who teach visual literacy within their information literacy curricula. Design/methodology/approach The author developed a survey that was distributed to five listservs during a three-week period, generating 118 responses from academic libraries. The author subsequently interviewed 16 participants. Findings The findings reveal that visual literacy is important across all disciplines. However, a majority of academic librarians who replied to the survey stated that they do not teach visual literacy. Only 37.3 per cent of the respondents indicated that they or their institutions include a visual literacy component in their sessions. Practical implications The paper identifies the most relevant visual literacy trends, and it includes examples of visual literacy skills and concepts being taught in academic libraries. It provides ideas to develop marketing strategies to increase student enrollment in library workshops. Originality/value This study has expanded librarians’ awareness of the Association of College and Research Libraries (ACRL) Visual Literacy Competency Standards for Higher Education. In addition, it explores the teaching of multiliteracies such as visual literacy within the information literacy framework in the academic library. The survey data demonstrate that academic librarians are slowly embracing visual literacy and including it in their information literacy instruction across all disciplines. The study recommends that librarians work on their professional development to become multiliterate to remain relevant within their academic communities.

Abstract: This essay provides a definition about image as a source of information and communication, based on the idea that images (mainly digital images) have become essential in the process of communication and information transmission in globalized societies. Consequently, the image builds a visual culture developed from the signs and elements transmitted by a visual language. This essay is aimed at identifying relationships between the images, as source of information and communication, with library and information science. Moreover, it emphasizes methods and techniques of information retrieval and content-based analysis, and suggestions for the process of human and automatic indexing of visual information sources. Both, Content Based Image Retrieval (CBIR) technology, as well the importance of Visual Literacy for the information and library science are addressed. The essay concludes that the role of the image today, as an element of communication and transmission of information, must be reconsidered and confronted by the information and library science.

Abstract: Science courses employ instructional strategies that are based on lecture, drill, and practice to help students memorize collections of facts and procedures of increasing complexity. These strategies emphasize the acquisition of knowledge through the development of logical-mathematical skills employed in problem solving and verbal-linguistic abilities to make sense of the concepts and jargon in the field. Due to its highly abstract character, these science courses deal with complex representations that require an understanding of the role of mental models. Learners need to develop their visual-spatial skills as a means of gradually acquiring visual literacy while grappling with the symbols and conventions displayed in the figures, diagrams, and charts in textbooks. The Art & Science Project started at Vanier College as part of the History of Science course in the liberal arts program and was later adapted for use in three core chemistry courses (General, Solution, and Organic Chemistry) in the science program. The project uses a cross-disciplinary integration between visual arts and the natural sciences to promote a deeper understanding of the role of models. The liberal arts students analyze the parallels between the evolution of modern scientific concepts and the art movements from the same historical periods. Science students create visual representations that portray core ideas and threshold concepts in the field. The goal is to portray these abstractions using visual arts as means of creating meaning through symbolic visual representations while developing new perceptions of visual forms.

Abstract: This article explores visual formation of science content in multimodal compositions (text and image) made by students through their second school year, and aims to contribute to the body o...

Abstract: The present article explores the idea of using movies in EFL classrooms to develop students' writing skill. In this qualitative study, 15 EFL learners were engaged in different writing activities in a contextualized form of movies, meaning that the films acted as text-books, and activities were designed based on the contexts of the films. Taking an action research design and by relying on different sources to enrich the class, the researchers took the role of learners-instructors to explore writing beyond its conventional practices in EFL classrooms. After 40 hours of instruction, it was shown that the students found a way to enrich their writings and to express their ideas through words and statements that resembled the way writers and directors of the movies dealt with pictures. Students were engaged in deciphering the pictures, inferring and expressing the meanings, and finding a framework for their writings based on the genres of the movies. Following these activities, learners learnt how to be visually literate and to move beyond the predetermined writing formats and discover their own through an artistic practice to give life to their texts, like movies.

Abstract: The use of visual models in teaching, learning and research has increased. Consequently, students have to develop various new competencies including visual literacy in order to learn efficiently. However, visual literacy among biochemistry students is not well documented. Using quantitative research methodology, the current research was aimed at determining visual literacy among biochemistry students. The participants were 74 purposefully selected third year undergraduate biochemistry students from the University of KwaZulu-Natal. The data were collected using a Senior Aptitude test and BioVisual Literacy test. The results show that students performed well in the sub-sections of the Senior Aptitude test including patterns test and spatial perception 2D test. They had difficulties with non-verbal reasoning with figures and spatial visualization 3D tests, as well as with the BioVisual Literacy tests. The results suggest that students generally have poor visual literacy, which could affect their ability to comprehend content knowledge in biochemistry. Keywords: biochemistry, biovisual literacy, senior aptitude, visual literacy, visuo-spatial abilities.

Abstract: This paper details a research study, conducted by the Toledo Museum of Art (TMA) and Toledo Public Schools (TPS), outlining the impact of visual literacy interventions on pre-literacy development. Because TPS K-3 students regularly fail the state report card in literacy, the two groups co-developed a curriculum that enhanced tier two vocabulary acquisition for preschool students. Elements of the curriculum, detailed in the paper, included regular visits to the TMA and curricula interventions in TPS classrooms further promote art museums as valuable resources for learning in and out of schools.

Abstract: Samantha McGeorge Daughtrey Elementary School, mcgeorges@manateeschools.net Follow this and additional works at: https://digitalcommons.unl.edu/sane Part of the American Literature Commons, American Popular Culture Commons, Art Education Commons, Comparative Literature Commons, Creative Writing Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Feminist, Gender, and Sexuality Studies Commons, Higher Education Commons, Illustration Commons, Interdisciplinary Arts and Media Commons, Other Teacher Education and Professional Development Commons, Rhetoric and Composition Commons, and the Visual Studies Commons

Abstract: Video permeates everywhere online and is a key element for social media, marketing strategies, business communication, information dissemination and community building. We interviewed 21 educators from various disciplines within higher education and vocational trainers then analysed the data within the framework of informed grounded theory (IGT). IGT embraces data, categorises and correlates them with a literature review to critically reflect on and develop a theory of praxis – of how educators use visuals in teaching with technologies. The findings provide guidelines for educators, derived from practice, on how to use visuals (from a pragmatic perspective, including: static, dynamic and interactive tools). This paper focuses only on video literacy from the educators’ perspective. Video literacy includes videos, vlogs, video conferencing and holographic teleportation (holoportation) which is the next big step in learning technologies for transformational change. This paper is the outcome of research into the visual literacy and teaching practice of educators who are experienced in using technology enhanced learning tools and technologies. The findings can be used to improve teaching practice, inform policy makers and promote further research. The results are being disseminated via a MOOC entitled “Visual Literacy: Exploring educational practices and technologies”, if you want to learn more, join our MOOC: https://mooc.viliproject.eu

Abstract: THE 40-YEAR-OLD DEBATE OF WHETHER OR NOT VIDEO GAMES ARE ART IS LONG OVERDUE FOR A CONCLUSION. Almost a decade ago, Kellee Santiago, co-founder and former president of thatgamecompany (most well kn...

Abstract: What competences in visual literacy should students and European citizens in general master to be able to participate in contemporary society? This central question was addressed by the European Network of Visual Literacy (ENViL). This international community of experts developed a structure of sixteen subcompetences: the Common European Framework of Reference for Visual Literacy. Based on this framework, we developed a tool for self-assessment in secondary education: the visual rubrics. This tool was tested in several countries. The current article describes the evaluation of the criteria included in the tool and students’ comprehension of the tool as a self-assessment system. The consequences for improved rubrics are discussed.

Abstract: Purpose In an effort to advance visual literacy (VL) education, the purpose of this paper is to develop and test a VL instruction program for 2.5-4-year-old children in a public library setting. Design/methodology/approach The study was designed as a series of VL workshops for young public library visitors. Each workshop collected information about children’s existing VL knowledge, introduced them to new visual concepts, and measured their engagement and comprehension of the newly acquired material. The study data were collected via questionnaires and observations. Findings Most of the children who participated in the study workshops showed a solid baseline knowledge of colors, lines, shapes and textures and were actively engaged in instruction. After the instruction, children generally showed an improved understanding of the newly introduced VL concepts and were able to answer questions related to the new concepts, recognize them in images, and apply them in art projects. Research limitations/implications The study relied on a relatively small sample of library visitors in an affluent neighborhood. The findings are influenced by variations in the topics and delivery methods of instruction. The study findings might not be generalizable beyond the US context. Practical implications The study methods and findings would be useful to VL educators who work with children. Social implications As information continues to proliferate in non-textual contexts, VL is becoming an increasingly important educational goal. The study advances a VL agenda and advocates for introducing VL early in life. Originality/value The authors are not aware of any other study that tested VL instruction on a group of very young children in a public library.

Abstract: We are three teacher educators – Christi, Bethney, and Abby – representing literacy, educational leadership, and special education, who have collaborated in self-studies of our teacher education practices (S-STEP) over a period of five academic years. Through this collaborative engagement, we came to recognize the similarities and differences in our language and values found within each of our individual disciplinary cultures. It was through the juxtaposition of studying ourselves alongside of that of our colleagues that we further generated a shared culture and common understandings. In our chapter, we explore the ways in which self-study enabled collaboration with teacher educators representing different disciplines. The research brought to light specific disciplinary values, assumptions, and terminology that, when articulated and examined among critical friends, facilitated our ability to both broaden and deepen our individual understandings of teacher education practices in light of each other’s diverse disciplinary perspectives.

Abstract: Purpose Students interact with information in many ways throughout the day, code switching between modes depending on their needs. Educators are finally realizing that composing in more than one mode is not only important, but also necessary. The purpose of this study is to examine the role of the academic library, the ACRL Framework and information literacy instruction in creating ethical, inspired users. Design/methodology/approach This paper looks at previously published work on multimodal discourse, how libraries have supported modes in the past and how the ACRL Information Literacy Framework highlights the need to teach students and faculty how to compose in many modes. Findings Librarians are already well-versed in many literacies, including information, visual and media. They are familiar with multimodal tools and the ethical issues related to the use of images, videos and sound files. While professors are proficient in subject matter, librarians are experts in the paradigm shift from print to multiple modes; therefore, by teaching faculty and students to locate, evaluate, use ethically and cite various modes, librarians become the primary resource on campus for creating multimodal artifacts. The strata used by Kress and Van Leeuwen, coupled with the ACRL Framework, are a model for future instructional design. Originality/value While much has been written on visual literacy, little is written on library support of multimodal discourse or combining several modes in one argument. This paper is alone in reviewing the past support of multimodal literacy in libraries and gives some sample activities for use in the academic library.

Abstract: Culture is to be lived and to be learned. The connotation of cultural symbols is negotiated and learned within a culture (Sturken & Cartwright, 2004). When we are part of the dominant culture using another’s cultural objects, we may not know the context of that object, which may lead to cultural appropriation. In this paper, I review appropriation through three different domains: appropriation in art, appropriation in media and technology, and appropriation in cultural studies. I specifically chose to use denotation and connotation as the means to analyze interview text and visual data because these two coding systems are able to draw the cultural meanings embedded in the texts beyond the surface level of understanding. Findings can be categorized into three threads: 1) cultural appropriation in virtual worlds, 2) caring about cultural appropriation, and 3) solutions to cultural appropriation in virtual worlds. This research suggests that cultural exchange and mutual respect are the solutions to cultural appropriation in virtual worlds. Visual literacy will help virtual world residents learn how to read, see, decode, and create virtual imagery.

Abstract: Metacognition has been popular in reading area, especially when it is related to comprehension and the representation of meanings. Combining metacognitive strategies to represent meanings from a text has been done by previous scholars to help readers construct meaning. In this paper, we present students’ drawings and writings as the results of successive visualisation and summarisation activities in the classroom. We intended to find out the extent to which students’ visual representations can be the guideline for them to write summaries. By employing qualitative research method, we collected visual representations and summaries from 26 undergraduate students studying at the English Education Department of Syiah Kuala University. To understand students’ drawings, we consulted some literature on visual literacy and multimodality; while for the analysis of students’ writings, we reviewed some literature on functional model to language. Based on the analysis, a productive visual representation leads to a strong summary, and vice versa. This result is further discussed in this paper.

Abstract: The aim of the present study was to investigate the effect of the “Visual Awareness Education Programme” developed to support the visual literacy skills of preschool children. The study group comprised 40 children (20 children in the experimental group and 20 children in the control group) attending preschool in the 2014–2015 school year. The pre-test post-test experimental model was used in the study. The “Visual Literacy Inventory for Preschool Children” and the “Children’s Visual Literacy Rating Inventory for Parents” were used to determine visual literacy level of children. Study results revealed significant differences in favour of the experimental group children in the sub-dimensions and the post-test scores of the “Visual Literacy Inventory for Preschool Children” and the post-test scores of the “Children’s Visual Literacy Rating Inventory for Parents”.

Abstract: This study analyzed three types of visual representations (graphs, maps, & graphic organizers) in the most widely used eighth-grade U.S. History textbooks. The analyses included how each visual was...

Abstract: Purpose The purpose of this paper is to describe the challenges associated with identifying newspapers of record for local, regional and national newspapers, specifically as those challenges pertain to students’ news media literacy. Visual literacy and information literacy intersections are explored. Design/methodology/approach Newspapers of record for province/territory and state areas of Canada and the United States of America were identified for student project purposes. Criteria for newspaper of record qualification were investigated, refined, and applied to all newspapers reviewed. Findings Distinguishing newspapers of record based on traditional criteria is inadequate in an online environment. Criteria must be more flexible and address both the visual as well as the content aspects of newspapers. Neither database access nor native website access alone is sufficient for identifying these newspapers. Straightforward and definitive identification of these newspapers will no longer be possible. Practical implications Librarians will be faced with focusing on content or visual literacy, addressing both in a meaningful way during a single instruction session will be difficult. More strategic instruction within and across disciplines is necessary to produce news media-literate and savvy students. Originality/value News media literacy for students in all disciplines is an urgent need and must incorporate both visual and content literacies. In a time of proliferation of news sources, understanding the challenges associated with identifying newspapers of record for both librarians and students is a necessary step in this area of information literacy.

Abstract: This work-in-progress seeks to benchmark the visual literacy skills of undergraduate mechanical engineering students at a small technical university, as well as the faculty’s current efforts to develop students’ visual literacy skills. Visual literacy is accepted as a crucial 21st century skill for students, professionals, and citizens, yet its definition varies greatly across the literature. Existing assessment tools are too general and are insufficient for measuring visual literacy as it applies to engineering design. Our work seeks to establish a simplified method for assessing the visual literacy skills of graduating seniors in a mechanical engineering program. This work will inform the practical next steps in improving visual literacy pedagogy within the program in ways that are sustainable and effective for both faculty and students. We report on the methods of reviewing student visual literacy skills through an examination of a sample of capstone reports completed by the undergraduate mechanical engineering students in the class of 2017 in order to provide a baseline assessment of visual literacy skills. In addition, we report on survey results from faculty respondents regarding the importance they place on visual literacy within their instruction and in assessing students, what tools and methodologies faculty are currently employing, and explore what resources faculty would be most likely to utilize for enhancing instruction within this area. It is expected that in future work strategies and tools will be identified that could be adapted for use at other institutions and programs for assessing visual literacy in STEM fields. Future expansion of this work will include assessment of a larger sample of mechanical engineering student work, as well as other STEM programs at the university in order to measure student growth in visual literacy skills over the duration of their undergraduate experiences. Pilot studies involving faculty training in enhanced pedagogical strategies will also be developed in future work based on the outcomes of this work-in-progress. Communication Skills in Engineering Education In a 2006 study conducted by researchers at Penn State on behalf of the Accreditation Board for Engineering and Technology (ABET), 98% of employers surveyed ranked effective communication as moderately important, highly important or essential, the highest ranked of all eleven ABET learning outcomes. However, only 75% of these employers reported that new engineering graduates were adequately or well prepared in terms of communication skills [1]. The current ABET General Criterion 3, outcome (g) states that students must demonstrate “an ability to communicate effectively”, but there is no mention of distinctions between written, oral or visual communication skills [2]. In contrast, outcome (f) for engineering technology programs requires “an ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature” [2]. This trend is also evident in the literature for general higher education standards. The 2002 report published by the Association of American Colleges and Universities (AAC&U) stated the need for learners to “effectively communicate orally, visually, in writing, and in a second language” [3]. However, in the AAC&U’s follow-up report in 2005 omitted the direct reference to visual literacy and instead included the broader quantitative and information literacies [4]. In response to major changes in accreditation outcomes in the late 1990s (a.k.a. ABET 2000), many engineering schools began programs to integrate writing into their technical courses. “Writing across the Curriculum” replaced or supplemented technical communications courses. Engineering faculty were reluctant to participate, as they felt ill-prepared to teach writing, and felt that writing instruction would take time away from important technical content [5]. With no specific requirement for graphical communications in the new ABET accreditation requirements and pressure to address other criteria, graphical communication courses fell by the wayside at many universities. Defining Visual Literacy Definitions of visual literacy vary widely within the literature, particularly due to contextual basis. Scholars in visual literacy have often selected specific components of different disciplines that support their own theories and definitions, which has contributed to the lack of a single coherent theory for visual literacy [6]. This lack of coherent theory, and thus an agreed upon definition, for visual literacy impacts research; forming a consistently accepted definition would help to advance research within the field [6] – [8]. However, it is widely accepted that traditional definitions of literacy that focus solely on the reading and writing of text-based media are now insufficient [4], [8] – [10]. John Debes, as a founding member of the International Visual Literacy Association, stated that visual literacy “refers to a group of vision-competencies a human being can develop by seeing and at the same time having and integrating other sensory experiences” [11]. Debes suggests that use of these vision-competencies allow a visually literate person to discriminate and interpret visuals he or she encounters, communicate with others, and comprehend and enjoy masterworks of visual communication [11]. While this definition helped to begin the discussion around the importance of visual literacy skills, technological innovations and the importance of visual media in contemporary culture are causing rapid shifts in how visual literacy is defined. New definitions place emphasis on the use of visual media as a communication tool within a digital, connected world, as well as the ability to both critically analyze and produce visual materials. Metros [12] distilled visual literacy down into the ability to derive meaning from visual media and to compose effective visual communications. Larry Johnson [13] comments that visually literate people “have an imaginative ability to see and understand the messages communicated with images, as well as to create, modifying, and use visual cues and images”. As Peter Felten [14] states, “the process of becoming visually literate continues through a lifetime of learning new and more sophisticated ways to produce, analyze, and use images”. Brumberger [15] further highlights the importance of production of visual media in defining visual literacy, stating, “the ability to analyze and interpret images and other visual material, although critical, is not by itself sufficient for full visual literacy; it must be accompanied by some ability to create visual material”. Despite emergent themes, the absence of an agreed-upon definition for visual literacy is prevalent. This may be influenced in part by the inclusion of visual literacy as part of a larger multimodal literacy that addresses the competencies needed in the 21st century. There is much overlap between visual literacy and other areas, such as digital technology and digital literacy [16]. Information literacy has also been used as a means for encompassing skills related to visual literacy [8], [16]. Learning Standards for the Digital Age Learning standards that define skills and competencies for the digital age, particularly in the K12 sector, have been emerging in recent years and state the need for skill development beyond traditional textual literacy [16]. Many of these standards describe skills related to visual literacy, though others are more implicit in their descriptions. For example, the American Association of School Librarians (AASL) published the Standards for the 21st Century Learner, which include skills such as, “use the writing process, media, and visual literacy, and technology skills to create products that express new understandings” [17]. The enGauge 21st Century Skills also explicitly mentions visual literacy skills [18]. Others, such as the Partnership for 21st Century Learning, implicitly address visual literacy by including it under a larger umbrella of digital or information literacy [19]. One such standard states, “articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts” [19]. This highlights the importance of using visual representations without acknowledging visual literacy as a discrete set of skills, while also further highlighting the lack of a cohesive and accepted definition for visual literacy. Higher education specific standards explicitly containing visual literacy skills are limited. The Association of College and Research Libraries (ACRL) published the Visual Literacy Competency Standards for Higher Education (henceforth referred to as the Visual Literacy Standards), which were informed by the ACRL’s prior work in defining the Information Literacy Competency Standards for Higher Education [16]. The Visual Literacy Standards address the need for higher education students to develop skills in visual literacy and promote that “a visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture” [20]. The Visual Literacy Standards provide a framework for teaching visual literacy skills from an information literacy perspective and highlight the expanding role of librarians and educators in supporting student development in digital age literacy skills. There is much overlap between information literacy and visual literacy as the evaluation and use of visual information has grown within research processes [8]. However, the Visual Literacy Standards allow for more specific focus on skills necessary for evaluating, analyzing, using, and producing visual materials. While much has been published on defining visual literacy and its perceived influence on the development of crucial 21st ce

Abstract: Objectives: The aims of this study were to evaluate the effectiveness of video games when learning multiliteracies competences, study how to use video games on educational contexts, carry through a program with primary school students, and draw recommendations to design similar projects. Methodology: The 21st century competence-based education and pedagogical potential of video games are analyzed from a multiliteracies perspective. A program aimed at primary school students for the learning of information, media and visual literacies competences was designed. Video games were used as digital objects, context, environment and media. Learning outcomes were measured by analyzing the tests and activities undertaken. Outcomes: Video games are effective didactic materials in increasing student motivation to learn, understand complex ideas, and engage in projects. This program has helped students develop their information, media, and visual literacies. Recommendations to design and develop similar projects are given in terms of organizing pedagogical activities, suggesting the use of blogs and wikis, and managing digital repositories destined to learning objects in which video games are considered didactic materials.