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Thursday, October 8
 

9:00am EDT

Reimagining Post-16 pedagogy through Visual Literacy
Thursday October 8, 2026 9:00am - 9:30am EDT
With approximately 83% of information now disseminated visually (Zhu & Lim,2024), the need for learners to become visually literate “critical consumers” (Moje 2015, in Guo et al. 2024) is arguably of utmost importance. However, existing literature on Visual Literacy has often overlooked its potential as a skillset within Further Education. This study identifies curriculum areas where Visual Literacy skills can be embedded through sustainable and meaningful approaches. 
A qualitative methodology was employed, involving six 16–18-year-old participants from a visual-arts A-Level course in three focus group discussions. During these sessions, participants evaluated existing visual resources before creating and sharing their own in response, evaluating the creative and academic reasoning behind their design. The findings address the contemporary learner's lived experience of visual and technological change, revealing tensions between personal creative expression and perceived educational demands prior to entering the workplace (Robinson 2006). 
This research calls for a balance between engaging pedagogical approaches and the need to prepare learners for employment, ultimately reframing what it means to be 'creative' in their educational context and personal development.
Speakers
avatar for Danielle Byatte

Danielle Byatte

Learning Zone Officer, Preston College
Danielle Byatte is an educator based in Lancashire, UK. Having recently completed a Masters Degree in Education, Byatte seeks to develop and apply her research interests within both Visual Literacy & Social Justice to help strengthen the learner journey of students she works with. Working... Read More →
Thursday October 8, 2026 9:00am - 9:30am EDT
Lecture Hall

9:30am EDT

Teaching Visual Ethics through Play
Thursday October 8, 2026 9:30am - 10:00am EDT
The World Economic Forum’s Global Risks Report 2025 identifies misinformation and disinformation as the most significant short-term global threat. At the same time, visual media—particularly images circulating through digital platforms—has become a powerful vehicle for spreading misleading information. Despite this shift toward image-driven communication, educational debates often emphasize technological developments rather than the critical skills needed to interpret and evaluate visual media. Visual literacy education, which encourages critical reflection on the ethics of image creation, production, and dissemination, offers a promising response. However, educators currently have limited pedagogical tools for teaching visual ethics. This study explores whether a tabletop card game can support the development of visual and ethical literacy in university classrooms. Using a mixed-methods approach—including participant observation during game development, student surveys, and lecturer focus groups —the research evaluates the game’s effectiveness as a teaching tool. Findings aim to expand game-based learning strategies and support visual literacy education across disciplines and educational levels.
Speakers
avatar for Dana S. Thompson

Dana S. Thompson

Research and Instruction Librarian, Murray State University
Dana S. Thompson is a research and instruction librarian and associate professor at Murray State University. Dana currently serves as the President of the International Visual Literacy Association and has served as a member of the ACRL Visual Literacy Taskforce. Her research and teaching... Read More →
avatar for Carol Record

Carol Record

Adjunct Instructor, Upper Iowa University
Carol Record is a graphic designer, photographer, game designer, and educator. As an adjunct instructor at Upper Iowa University, she teaches graphic design and photography, while also working as a graphic designer and game developer. In response to high demand, Carol founded Blackwater... Read More →
SD

Savannah Dodd

Founder and director of the Photography Ethics Centre, Queen's University Belfast
Savannah Dodd is a photographer and anthropologist. In 2017, Savannah founded the Photography Ethics Centre. Savannah earned her PhD in anthropology at Queen's University Belfast (2023) and her MA in anthropology and sociology from the Graduate Institute of International and Development... Read More →
Thursday October 8, 2026 9:30am - 10:00am EDT
Lecture Hall

10:30am EDT

The Color of Money: Currency Design as a Cultural Self-Portrait
Thursday October 8, 2026 10:30am - 11:00am EDT
We often think of money in purely economic terms, but it is also one of the most widely circulated visual artifacts that a country produces. Unlike art, monuments or even consumer goods, currency circulates constantly, reaching people across geographic regions, socio-economic classes, and generational brackets. As currency passes from hand to hand, its images of people, places, and symbols become so familiar that we don’t even notice them, but they tell a story about what is considered worthy of public recognition—of who and what deserves to be honored and remembered—subtly reinforcing particular narratives while excluding others. Drawing on examples from multiple contexts, this presentation will explore the ways in which currency design serves as a kind of cultural self-portrait, revealing how a nation sees—or wants to see—its history, its values, and its identity.
Speakers
EB

Eva Brumberger

Professor, Arizona State University
Eva is a professor of technical communication at Arizona State University. Her research interests include visual literacy, visual rhetoric, information and document design, and visual communication pedagogy. She has published in a variety of journals and co-edited an award-winning... Read More →
Thursday October 8, 2026 10:30am - 11:00am EDT
Lecture Hall

1:00pm EDT

Memorializing the Hibakusha Experience: The Hiroshima-Nagasaki Memorial Collection Fifty Years On
Thursday October 8, 2026 1:00pm - 1:30pm EDT
The Hiroshima-Nagasaki Memorial Collection, the brainchild of the American Quaker nuclear abolitionist Barbara Reynolds (1915–1990), originated in Japan in the 1960s, as Reynolds strove to eradicate nuclear arms by shining a light on the plight of the A-bomb survivors. Following her relocation to the United States in 1969, after eighteen years abroad, she donated her archive—the likes of which has no parallel outside of Japan—to Wilmington College, Ohio, which led to the establishment of the Peace Resource Center in 1975.
 
To mark its fiftieth anniversary, I was commissioned by the Peace Resource Center to curate an exhibition, which opened at Wilmington College on August 6, 2025, eighty years to the day following the nuclear holocaust unleashed on Hiroshima. The resulting exhibition, Memorializing the Hibakusha Experience, subsequently traveled to Oakland University, Michigan, where I teach Visual Representations and the Nuclear Experience since 2011.
 
Comprised of photographs, photobooks, monographs, magazines, postcards, scrapbooks, textual documents, A-bombed artifacts, hibakusha handicrafts, and other materials of Japanese origin, this singular archive provides an exceptional opportunity to reflect on the legacy of visual culture as it informs our understanding of one of the most consequential geo-political events of the twentieth century.
 
To underscore how the past continues to shape the present, Memorializing the Hibakusha Experience also prominently features five contemporary artists, whose artwork retains the urge to memorialize the hibakusha experience. 
 
In this paper presentation, I aim to shed light on the genesis of the Hiroshima-Nagasaki Memorial Collection in order to demonstrate its significance and how it will continue to counter the standard narrative that the A-bombing of Japan was morally defensible, because its intent was to save lives by avoiding land invasion. 
 
Claude Baillargeon
Professor of Art History
Oakland University, MI
[email protected]
Speakers
CB

Claude Baillargeon

Professor of Art History, Department of Art, Art History and Design, Oakland University
Claude Baillargeon, PhD, MFA, is professor of art history at Oakland University in Rochester, MI, and an independent curator and writer, who divides his time between Metro Detroit and Toronto, Canada. His current scholarship investigates the nuclear era from the perspective of its... Read More →
Thursday October 8, 2026 1:00pm - 1:30pm EDT
Lecture Hall

1:30pm EDT

Talking Trees: A-bombed “Witness Trees" Teach Peace
Thursday October 8, 2026 1:30pm - 2:00pm EDT
Eighty years ago, one uranium bomb destroyed Hiroshima. Three days later, a plutonium bomb devastated Nagasaki. Among the ruins of both cities lay tens of thousands of casualties. Rumors spread that an “atomic plague” would leave Hiroshima barren for 75 years. Yet, by mid-September, fireweed and morning glory wound their way through the rubble and bloomed with vigor. In the months and years that followed, a few blackened trees sprouted new growth, giving hope to survivors.
 
First journeying to Hiroshima and Nagasaki in 2008, I discovered a lush and vibrant landscape. Stumbling upon yellow-tagged “A-bombed trees” on that first visit, I later discovered a registry indexing some 160 hibakujumoku—literally "explosion-affected trees”—preserved within Hiroshima and some 60 trees in Nagasaki. Unable to shake the impact of my first encounter, I returned to Japan in 2013, camera in hand, seeking more of these green witnesses. Returning four more times, most recently in April 2025, I have crisscrossed Hiroshima and Nagasaki, returning to favorite trees and seeking to discover others, aiming to represent the indomitable spirit of these arboreal witnesses. 
 
As many of the trees live on school grounds, friends in Hiroshima and Nagasaki have helped me arrange visits with principals, teachers and students. On one of these visits I met Hiroshima’s “Tree Doctor,” Chikara Horiguchi, who has been caring for the A-bombed trees for 60 years. These trees withstood unspeakable horrors and survived, grounding the stories that remind us of the importance of peace and working through our differences. My paper, accompanied by photographs, elaborates upon the connections between practices of care, the witness trees, and hope for the future through peace education.
Speakers
avatar for Katy McCormick

Katy McCormick

Associate Professor, School of Image Arts, Toronto Metropolitan University
Katy McCormick is a photo-based artist and educator born in Kansas City, Missouri, and based in Toronto. She received her MFA from The School of the Art Institute of Chicago. A member of the Atomic Photographers Guild since 2014, her work examines commemorative sites, revealing narratives... Read More →
Thursday October 8, 2026 1:30pm - 2:00pm EDT
Lecture Hall

2:30pm EDT

The Invisible Architect: A Clearer View of AI Ethics and Positionality in Visual Education
Thursday October 8, 2026 2:30pm - 3:30pm EDT
When we ask AI to create an image, we often think we are getting a neutral reflection of our ideas. But beneath the surface, AI tools carry “Invisible Architects”, hidden biases and data-driven defaults that decide what "history," "freedom," or "culture" should look like. To achieve a clearer view of the AI landscape, we need a new visual vocabulary that allows us to see and discuss what the machine is doing.
In the first 20 minutes of this session, I will share a powerful visual story: the contrast between two AI-generated images of decolonialization. We will look at how the "default" AI gaze often produces images of struggle and physical upheaval, and how we can disrupt that code to generate images of intellectual joy and celebration. Using my unique lens as a Black woman educator and researcher, I will demonstrate how our personal "voice" is the most important tool we have when navigating the black box of technology.
As a Campfire Session, the focus will then shift to the room. This is a space for all participants to share their own "Aha!" moments and challenges with AI. Together, we will facilitate a dialogue about:
  • Whose gaze is dominant? Identifying common stereotypes AI defaults to.
  • What is missing? Noticing the cultural silences in AI outputs.
  • How do we "write back"? Using our own professional expertise to demand better, more diverse representations.
Whether you are a creator or an educator, this session will help you move from being a passive user to a critical auditor of the digital world. Let’s gather around the campfire to co-construct a clearer path toward visual equity in the age of AI.
Speakers
avatar for Sarah A. Faison

Sarah A. Faison

Doctoral Student and University Supervisor, NC State University
Former middle school English language arts teacher and school librarian. Currently attending NC State University as a doctoral student in the Teaching Education and Learning Sciences program with a concentration in Literacy, English Language Arts. Research interests include teacher... Read More →
Thursday October 8, 2026 2:30pm - 3:30pm EDT
Lecture Hall

3:30pm EDT

The Materiality of Dissent: exploring viewer perceptions of protest signs from the Flagship ‘No Kings’ rally using a visual literacy framework
Thursday October 8, 2026 3:30pm - 4:00pm EDT
Images of protest signs act as visual anchor points for social movements, serving not only to communicate messages but to record a moment in time and a place in history. In modern visual activism, images of ephemeral artifacts taken at local protests can be immediately shared digitally through online social networks. As visual tools for social change, protest signs are frequently designed and consumed rapidly, yet they carry significant rhetorical weight. From a local perspective, this paper draws on visual rhetoric and semiotics to analyze protest signs photographed at the Flagship Minnesota ‘No Kings’ rally to explore how perceptions of authenticity and creativity vary by medium and influence the credibility of the protestor and the movement. Using a visual literacy framework, this paper discusses how materiality triggers distinct cognitive and emotional responses in both rally participants and remote observers. Preliminary results of a pilot study indicate that viewers perceive hand drawn, visually imperfect, and unique messaging as more authentic and emotionally resonant. The personal effort required to make a protest sign, correlated with perceptions of an individual’s creativity as did rarity of sign verbiage and imagery.  Conversely, digitally produced signs, while sometimes visually striking, were perceived as less authentic, which decreased emotional resonance and trustworthiness. The initial findings demonstrate that for protest posters, perceived authenticity is important for visual literacy education.
Speakers
avatar for K.E. Rajcic

K.E. Rajcic

Doctoral student and adjunct instructor, University of Minnesota
K.E. Rajcic, M.A. is a doctoral student and adjunct instructor at the University of Minnesota. 
Thursday October 8, 2026 3:30pm - 4:00pm EDT
Lecture Hall
 
IVLA 2026 Charleston
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