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Wednesday, October 7
 

10:30am EDT

What Gets Preserved When We Remediate: Accessibility as Visual Memory Work
Wednesday October 7, 2026 10:30am - 11:00am EDT
Accessibility remediation is often seen as a technical or compliance-focused process. This paper presents remediation as visual memory work. It involves a series of decisions that influence how visual images, interfaces, and institutional stories are preserved, changed, or hidden over time. Drawing on library web governance, digital systems cleanup, and Title II accessibility projects, this presentation explores how choices about layout, hierarchy, color, navigation, metadata visibility, and alternative text impact how patrons experience institutional knowledge and history. These decisions require weighing historical accuracy, current usability, and ethical responsibility. They raise questions about whose perspectives are prioritized and whose are ignored. By viewing accessibility as a practice of visual literacy and stewardship, this paper sees remediation as not just meeting requirements but as forward-thinking work that shapes how images, interfaces, and institutional stories are remembered, understood, and valued over time.
Speakers
KP

Kelly Peter

Assistant Professor, Web & Systems Librarian, University of Wisconsin, La Crosse
Kelly Peter is the Web and Systems Librarian at Murphy Library, University of Wisconsin–La Crosse. With a background spanning IT systems administration and more than fifteen years of library leadership across public and academic libraries, Kelly brings a wide-ranging perspective... Read More →
Wednesday October 7, 2026 10:30am - 11:00am EDT
Lecture Hall

10:30am EDT

“Good friends?”: 20th-century LGBTQ+ love and representation in archival instruction
Wednesday October 7, 2026 10:30am - 11:00am EDT
We all have heard the story: Two people of the same sex living their lives together being labeled as “good friends” despite evidence that would suggest that these people were very much in love with each other. This narrative turns into erasure of LGBTQ+ people in history. But what if we had confirmation of these stories thanks to photographs? And what if we used those photographs as not only evidence but as a teaching opportunity?
In Cornell University Library’s Rare and Manuscript Collections, the Human Sexuality Collection houses several personal photograph albums of LGBTQ+ couples and their communities. These photographs give representation to moments of queer love and joy – unfortunately, not always the story we get to tell when discussing LGBTQ+ people in history. Examples include:
Several of the albums lack details such as names and clear dates – highlighting some of the challenges of archival research. When used in archival instruction, these albums provide students with opportunities to practice visual literacy skills as well as how to explore an item’s materiality for clues when words fail us. Additionally, these albums open the door for conversations about concepts like archival silences, historic collecting practices, and current efforts to better document diverse lived experiences.
Speakers
avatar for Emily Beran

Emily Beran

Research and Instruction Librarian, Division of Rare and Manuscript Collections, Cornell University Library
Emily Beran (she/her) is the Research and Instruction Librarian in the Division of Rare and Manuscript Collections, Cornell University Library. With a background in art history, she tries to incorporate different visual media including manuscript illumination, prints, and photographs... Read More →
Wednesday October 7, 2026 10:30am - 11:00am EDT
Studio

10:30am EDT

“We learn from each other”: A Sibling Case Study of Multimodal Identity-Making in a Refugee Youth Literacy Program
Wednesday October 7, 2026 10:30am - 11:00am EDT
In this paper presentation, we examine how two Afghan refugee siblings navigated identity, culture, and belonging through multimodal composing within the Literacy and Community Initiative (LCI), a research-practice partnership focused on the literacy education and well-being of immigrant and refugee youth. LCI integrates critical multimodal literacy, trauma-informed practices, and arts-based approaches to create safe spaces for adolescent expression and meaning-making. Using qualitative case study methodology grounded in critical multimodal social semiotics, we trace Roya's and Ahmad's participation across six sessions over two years, analyzing their writing and visual art as interconnected semiotic systems.
Our research question is: How do siblings' multimodal compositions reflect relational and cultural identity-making within an arts-based and trauma-informed literacy program for immigrant and refugee youth? Our findings reveal that a) familial relationships served as a primary resource for identity construction across both written and visual modes; b) cultural anchors, including language, clothing, religion, and homeland, functioned as recurring semiotic tools through which both youth asserted belonging and resisted displacement; and c) the sibling relationship itself constituted a shared compositional and interpretive framework, with each student's work deepening and contextualizing the other's.
These findings carry implications for how arts-integrated literacy programs can honor the relational dimensions of refugee youth experience. When adolescents compose alongside and in response to one another, multimodal literacy spaces become sites not only of individual voice but of collective meaning-making, cultural affirmation, and well-being.
Speakers
avatar for Angela Wiseman

Angela Wiseman

Associate Professor, Literacy Education, NC State University
Angela M. Wiseman, Ph.D., is an Associate Professor of Literacy Education at North Carolina State University and Affiliated Faculty at the Center for Visual Literacies at San Diego State University, where her scholarship advances critical visual and multimodal qualitative methods for understanding how youth... Read More →
avatar for Majid Komasi

Majid Komasi

Doctoral Student and Graduate Research Assistant, NC State University
Majid Komasi is a Doctoral Student in Learning Design and Technology at NC State University's College of Education, where he works as a Graduate Research Assistant affiliated with the Literacy and Community Initiative (LCI). His research focuses on the intersections of multimodal... Read More →
avatar for Sarah Blankenbeker

Sarah Blankenbeker

Graduate Student, NC State University
Sarah Blankenbeker is a first-year doctoral student in the Literacy and English Language Arts Education program within the Teacher Education and Learning Sciences department at North Carolina State University. She holds a Master of Arts in Reading and Literacy Education from East... Read More →
Wednesday October 7, 2026 10:30am - 11:00am EDT
Circular Church

11:00am EDT

Rage Against the Archive: Visual Literacy and the Afterlives of Colonial Photography
Wednesday October 7, 2026 11:00am - 11:30am EDT
Rage Against the Archive is a practice-based research project that examines how colonial photographs can get decontextualized in digital archives, losing their gravitas. This project focuses on "The People of India" (1868–75)—a British ethnographic publication produced after the 1857 Sepoy Mutiny to classify and document colonized natives. The camera functioned as an imperial tool of surveillance and governance, producing visual records that categorized Indian subjects through a racialized lens. These images, originally embedded in ethnographic frameworks that categorized Indian subjects, now circulate online through digitized collections such as the New York Public Library (NYPL), where they are searchable, downloadable, and are also sold as fine art prints. 


As these images move from colonial archive to museum websites, their context transforms. Digitization reframes these historical documents as aestheticized commodities, often detached from the power structures that shaped their production. This project asks: How can artists critically engage with institutional archives to interrogate the circulation of colonial images and foster visual literacy in our networked image culture?

Methodologically, this project employs browser-based interventions within NYPL’s online archive. Through real-time HTML editing and a custom browser extension, colonial images are replaced with critical texts, and the commercial purchase options associated with these images are disrupted in an act of Electronic civil disobedience. By intervening directly in the interface through which archival images are accessed, this project demonstrates how digital platforms shape the interpretation of historical photographs. This project critically scrutinizes whether institutional archives like NYPL perpetuate colonial exploitation, raising ethical questions about how we all should consume images of historical atrocities online. Transforming the browser into a performative and pedagogical site, Rage Against the Archive demonstrates that visual literacy today must extend beyond interpreting images themselves to critically examining the technological and institutional systems that organize their display, circulation, and meaning.

Speakers
avatar for Anshul Roy

Anshul Roy

PhD student, University of Colorado Boulder
Anshul Roy (b. 1997, India) is a visual artist with an MFA in Art Photography (2024) from Syracuse University in New York and a B.Tech in Bioengineering (2020) from the Indian Institute of Technology in Kanpur. Currently, he is a PhD student in the Critical Media Practices department... Read More →
Wednesday October 7, 2026 11:00am - 11:30am EDT
Studio

11:00am EDT

When Words Enhance Vision: The Role of Audio Description
Wednesday October 7, 2026 11:00am - 11:30am EDT
Following a brief introduction to audio description as a form of accessible intersemiotic translation, this paper advances the hypothesis that, although AD was originally conceived for individuals with visual impairments, this practice could be broadened to encompass a wider, general audience. This constitutes the central claim of our study.
To this end, we present, on the one hand, a fragment from a filmic work whose mise-en-scène features sculptures by a renowned artist, accompanied by various audio descriptions in different languages relating to the same excerpt. This presentation offers an opportunity to reflect on the intended audience, their cultural background, and the reach or dissemination of the artist as conveyed through cinema. On the other hand, we include the audio description of a building of significant architectural interest.
The translation of images makes it possible to introduce, in a brief and concise manner, specific information about the artist, the artwork, or its compositional elements, and even to clarify particular terms. In this sense, it constitutes a valuable tool in the service of education.
Such reflections ultimately serve to confirm or challenge the hypothesis proposed herein.
Speakers
MV

María Valero Gisbert

Associate Professor, University of Parma
Associate Professor at Parma Universtiy (Italy). Research aereas: Audio description, Audiiovisual Translation; Lexicography.
Wednesday October 7, 2026 11:00am - 11:30am EDT
Studio

1:30pm EDT

Face2Face: From Lamprey Grid's to the Bounding Box
Wednesday October 7, 2026 1:30pm - 2:00pm EDT
What does it mean to encounter someone’s face across time? Face2Face is a research-based art project that draws conceptual parallels between 19th-century anthropological photography and contemporary facial recognition systems, critically examining how images function as enduring tools for classification, surveillance, and ideological control. Both of these forms of “scopic regimes of modernity” view photos as unbiased, objective data that can help in understanding human identity and character through facial structure analysis. 


This project draws on the photographic archive of the British colonial administrator Maurice Vidal Portman, who, in the 1890s, photographed the native people of the Andaman Islands in the Indian Ocean. These images were produced using Lamprey’s Grid system, a chequered backdrop designed for anthropometric measurement. Colonial subjects were often posed nude, with measuring sticks against the grid. Their bodies became measurable visual evidence for imperial knowledge systems that advanced a pseudoscientific theory of racial hierarchy. Today, these violative images circulate through digital archives such as the British Museum, where they exist as visual datasets.


Face2Face is an interactive art installation that recreates this colonial photographer’s studio and reimagines his lens as a facial recognition system that categorizes the audience. This system is trained on a biased dataset derived from Portman's images and related writings. Here, the colonial archive is transformed into an active computational apparatus—one that gazes at and classifies viewers according to antiquated logics. Through real-time algorithmic categorization, the viewer is placed in the position of the original subject. This encounter foregrounds how these vision systems produce knowledge by reducing humans to data while obscuring their subjectivity. These archival interventions collapse the past and present by tracing a continuum between anthropological photography and computer vision. Face2Face employs historical images not as passive vessels of memory but as active materials that inform visual literacy and cultural memory.
Speakers
avatar for Anshul Roy

Anshul Roy

PhD student, University of Colorado Boulder
Anshul Roy (b. 1997, India) is a visual artist with an MFA in Art Photography (2024) from Syracuse University in New York and a B.Tech in Bioengineering (2020) from the Indian Institute of Technology in Kanpur. Currently, he is a PhD student in the Critical Media Practices department... Read More →
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Srikar Hari

PhD student, University of Colorado Boulder
Srikar Hari (b. 1993, India) is a visual artist, currently pursuing his PhD in the Critical Media Practices department of the University of Colorado Boulder. He holds an MFA in Photography from Rhode Island School of Design, USA and a Bachelor’s in Digital Video Production from... Read More →
Wednesday October 7, 2026 1:30pm - 2:00pm EDT
Studio

1:30pm EDT

Teachers Inducting Mexican Cultural Themes through Co-Construction of an Informal Mural
Wednesday October 7, 2026 1:30pm - 2:00pm EDT
In this presentation, we share the results of a mural co-construction activity with in-service teachers participating in a study abroad program in Mexico that aims to prepare and encourage educators to carry out culturally-reflective representation activities in their own classrooms. The activity was intentionally reflective of and synergistic with the rich heritage of Mexican muralism viewed by participants during study abroad (Rivera, Orozco, Siqueiros). The activity tasked teachers with initially collecting a mix of original visuals (e.g., photographs, hand-drawn art, sketches) and printed visual artifacts (e.g., brochures, pamphlets, newspapers, magazines, advertisements) in Puebla and Mexico City that reflected Mexican culture, broadly conceived. Teachers were asked to bring at least eight printed images to a reflection session where they met in small groups to share and group images thematically where possible. A facilitator invited groups to share developing themes and asked follow up questions to help differentiate, collapse, and relate themes. A large wall covered in flipchart paper was then used for teachers to attach their images into themed collages. With the informal mural in place, small groups used the Visual Thinking Strategies process (Gardner, 2017; Yenawine, 2013) to critically examine what they had co-constructed and how it reflected Mexican culture (e.g., "What is happening in this picture?" "What do you see that makes you say that?"). In the presentation, we will share the theoretical grounding for our activity, including: preparation for culturally-responsive teaching by becoming learners of culture (Gay, 2010); place-based education and learning in situ (Smith, 2002); and material culture theory that calls for reading physical objects as primary texts (Cunningham, 2004). We will also share results on how well the activity prompted teachers to see and value funds of knowledge (Moll et al., 1992) or community cultural knowledge during their time abroad.
Speakers
avatar for Angela Wiseman

Angela Wiseman

Associate Professor, Literacy Education, NC State University
Angela M. Wiseman, Ph.D., is an Associate Professor of Literacy Education at North Carolina State University and Affiliated Faculty at the Center for Visual Literacies at San Diego State University, where her scholarship advances critical visual and multimodal qualitative methods for understanding how youth... Read More →
avatar for Kevin Oliver

Kevin Oliver

Professor, North Carolina State University
Dr. Oliver is a Professor of Learning, Design, and Technology in the College of Education at North Carolina State University.
avatar for Mary Estrada

Mary Estrada

Assistant Teaching Professor, North Carolina State University
Dr. Estrada is an Assistant Teaching Professor of Teaching English to Speakers of Other Languages (TESOL) in the College of Humanities and Social Sciences at North Carolina State University.
MC

Michael Cook

Professor, Auburn University
Dr. Cook is a Professor of English Language Arts Education in Auburn University's College of Education
Wednesday October 7, 2026 1:30pm - 2:00pm EDT
Circular Church

1:30pm EDT

What Spaces Remember: Sensing Time Through Film, Sound, and Perception
Wednesday October 7, 2026 1:30pm - 2:00pm EDT
What does it mean for a space to remember? And how might that memory be sensed rather than simply observed?


This presentation explores how film and sound engage the layered memory of place, not as a fixed historical record, but as a perceptual experience. Drawing from work across filmmaking, music, and visual direction, it examines how architecture, atmosphere, and sonic presence shape the way time is felt within a space. Projects include a documentary centered on St. James Church (Los Angeles, est. 1920), alongside additional works that explore how environments carry and transform lived experience.


Across these works, sound operates not as accompaniment, but as a force that alters attention, emotion, and spatial awareness. The presence of choral sound serves as one example of how resonance can bridge past and present within a single environment.


Through this creative practice, Justin Baker-Rojas developed the Four Pillars of Human Perception—Presence, Resonance, Meaning, and Movement—as a framework for understanding how individuals engage with image, sound, and space. These pillars emerged through interdisciplinary work and reflect how perception unfolds through the interaction of external stimulus and internal experience.


By sensing time through space, this session invites a shift from interpretation alone toward a more embodied encounter with the environments we inhabit and the memories they continue to hold.
Speakers
avatar for Justin Baker-Rojas

Justin Baker-Rojas

Owner, Fuzzy Image Media
Justin is the media coordinator for IVLA
Wednesday October 7, 2026 1:30pm - 2:00pm EDT
Lecture Hall

2:00pm EDT

Destabilized Places of Memory: Hudeček’s Painting from the Perspective of Visual Literacy
Wednesday October 7, 2026 2:00pm - 2:30pm EDT
Aleš Hudeček’s painting opens the problem of memory where the image does not preserve the past as a reconstructable event but organizes it through destabilized place. Rooms, façades, staircases, patterned partitions, decorative floors, sculptural residues, and figures remain clearly recognizable, yet they do not consolidate into one stable site, one historical layer, or one closed narrative. Destabilized place names a situation in which spatial cues remain descriptively strong while staying referentially unsettled.
Against this material, the question becomes what form visual literacy may take when the image remains visually exact but referentially unclosed. Visual literacy is therefore not reduced to the simple ability to ‘read’ an image; it is approached as a practice of seeing that distinguishes among recognition, spatial testing, historical inference, and return to the material surface of painting. Hudeček’s works make it possible to observe why the question of visual literacy becomes especially acute when an image offers many culturally legible cues while resisting rapid interpretive stabilization.
Late-modern and late-socialist design elements enter here into tension with ornamental and baroque-monumental residues. In the Czech context, such forms carry not only stylistic memory but also historiographic and ideological burden. The image thus does not function as a document of one recoverable past, but as a field in which different temporal regimes, experiences, and visual habits collide. Hudeček’s figurative painting therefore opens a productive space for the theory and teaching of visual literacy whenever memory, place, and representation remain in lasting tension without definitive closure.
Speakers
avatar for Tomáš Koudela

Tomáš Koudela

assistant professor and vice-dean, University of Ostrava
Tomáš Koudela is an assistant professor and Vice-Dean for Communication and Creative Activities at the Faculty of Education, University of Ostrava. He serves as the head of the Visual Studies Centre and leads the interdisciplinary Visual Literacy Research Team. His research focuses... Read More →
avatar for Timotej Blažek

Timotej Blažek

postdoctoral researcher, University of Ostrava
Mgr. Timotej Blažek, Ph.D. (*1989) is an art educator and theorist in the field of art education. Since 2022, he has been working at the National Institute of Education and Youth, focusing on research and development in the educational area of Art and Culture, particularly art education... Read More →
avatar for Tereza Čapandová

Tereza Čapandová

researcher assistant, University of Ostrava
Tereza Čapandová is a research assistant at the Faculty of Education, University of Ostrava, and a member of the Visual Literacy Research Team. She is currently completing her Ph.D. in Art Education, focusing on the concept of originality in the context of post-production theory... Read More →
Wednesday October 7, 2026 2:00pm - 2:30pm EDT
Lecture Hall

2:00pm EDT

The Family Album of Lucybelle Crater: Recalling the Artist, Family, and the Newly Imagined
Wednesday October 7, 2026 2:00pm - 2:30pm EDT
Ralph Eugene Meatyard, an optician and self-trained photographer, is known for his abject works. Influenced by writers such as Ambrose Bierce and William Blake, Meatyard’s work explores links between real and imagined worlds which come to life in his photographs. Leveraging techniques such as long and double exposure, Meatyard elevates simple landscapes into dreamscapes. Would-be basic portraits are transformed into stills from horror films as grotesquely masked figures stand in abandoned, decaying spaces. What is abject to viewers, though, is familiar for Meatyard: his family and friends are often the subjects of these photographs, transformed into monsters through the masks. His final body of work, The Family Album of Lucybelle Crater, exemplifies this juxtaposition of strangers and family, playing upon the family artifact of photo albums by inserting unfamiliar, anonymized characters into what is typically used to remember family and precious memories. For Meatyard, this family album is multipurpose. It documents his family and friends, just like a photo album, captures his spirit as an artist, and also carries a narrative that must be supplied by the viewer. The anonymity and dreamlike atmosphere of his pieces abstracts the mundane just enough that viewers can project their stories upon the images. Thus, The Family Album becomes the perfect space to examine photographs as mnemonic devices that allow us to recall and create. This presentation will provide a brief overview of Ralph Eugene Meatyard, then dive into an exploration of his final body of work, The Family Album of Lucybelle Crater, examining how its numerous meanings can help researchers, educators, and viewers explore new ways to leverage photographs as mnemonic devices.
Speakers
avatar for Micaela Deogracias

Micaela Deogracias

Outreach and Engagement Librarian, Indiana University Bloomington
Micaela Deogracias is currently an Outreach and Engagement Librarian at Indiana University Bloomington. At the IUB Education Library, she is responsible for creating instructional opportunities to support students in the School of Education, particularly those relating to visual literacy... Read More →
Wednesday October 7, 2026 2:00pm - 2:30pm EDT
Studio

2:00pm EDT

The Impact of Visualization Across Multiple Intervention Phases on the Writing Growth of Bilingual Students as Measured by a Standardized Writing Assessment.
Wednesday October 7, 2026 2:00pm - 2:30pm EDT
The use of visualization in writing instruction has been known to be effective with multilingual learners. Learners of new languages produce more content when they have access to alternative semiotic resources by reducing cognitive demands associated with written expression, However, less is known about the role of visualization as a tool for identity and cultural representation in student-centered, equitable learning environments and its impact on personal narratives. In this presentation, we will discuss the study conducted in a bilingual 4th grade classroom that included the use of visualization across multiple phases of writing instruction focused on personal narratives. In addition to presenting quantitative findings, the discussion of qualitative data will highlight student growth through their increasing command of multimodality in personal narratives, illustrating how visualization supported text generation. The audience will be invited to review and discuss student samples. Implications for the use of visualization in creating inclusive environments to support multilingual students represent their identities, cultural and lived experiences. 
Speakers
avatar for Priti Haria

Priti Haria

Associated Professor of Education, Stockton University
Priti Haria, Associate Professor of Special Education, Stockton University, NJ Priti Haria received her Ph. D in Special Education from University of Delaware with focus on developing genre-specific reading and writing strategies to support school-age students’ comprehension and writing skills. She has several years of teaching and research experience in t... Read More →
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Ekaterina Midgette

Associate Professor of Literacy, St. John's University, NY

Ekaterina Midgette, Associate Professor of Literacy,  St. John’s University, NYEkaterina Midgette earned a Ph.D. in Literacy from the University of Delaware where she specialized in researching planning and revision strategies for adolescent writers. She completed her graduate degree at Moscow State Linguistic University where she majored in Linguistics and Intercu... Read More →
Wednesday October 7, 2026 2:00pm - 2:30pm EDT
Circular Church

3:00pm EDT

(IN)VISIBILITY CLOAK EMBODYING WHITENESS, MEMORY, AND TRANSFORMATION THROUGH ARTS BASED EDUCATION RESEARCH
Wednesday October 7, 2026 3:00pm - 3:30pm EDT
This project explores how arts-based educational research can be used to investigate whiteness, memory, and identity through embodied making. Centered on the transformation of an inherited wool cloak, the work engages personal and ancestral narratives as a way to question the social and emotional structures that shape what it means to be a “good” white woman. Drawing from family archives: photographs, lace, handwritten notes; the cloak becomes both material object and living archive, holding tensions between visibility and invisibility, performance and authenticity, harm and healing.
Through an improvisational and tactile process of stitching, transferring, layering, and revising, I worked in a way that prioritized intuition, slowness, and presence over efficiency or outcome. The exterior of the cloak reflects ideals of composure and beauty through formal portraits, while the interior reveals more intimate and complex realities—grief, play, resistance, and contradiction. This duality mirrors the inherited scripts of whiteness and the often-unspoken emotional histories that sustain them.
Rather than seeking resolution, this project embraces inquiry and disruption. It positions artmaking as a method for re-narrating the past, not to fix it, but to open space for new understandings. The work also extends into my role as an educator, highlighting the importance of embodied, relational, and co-created learning environments that challenge dominant norms of productivity and knowledge.
Ultimately, this project is an exploration of becoming; of sitting with discomfort, honoring complexity, and using creative practice to hold space for transformation.
Speakers
avatar for Amy Sparks

Amy Sparks

Assistant Extension Professor, University of Minnesota Extension Youth Development
Amy Sparks is a University of Extension Educator in Youth Development and a PhD student whose research explores arts-based, embodied, and liberatory approaches to education, with a focus on identity, belonging, and youth empowerment. She is dedicated to innovating and implementing... Read More →
Wednesday October 7, 2026 3:00pm - 3:30pm EDT
Circular Church

3:00pm EDT

Behind the Handbook: Editing and Curating Perspectives on Visual Inquiry
Wednesday October 7, 2026 3:00pm - 3:30pm EDT
This presentation reflects on the editorial and curatorial process behind the Handbook of Visual Inquiry: Methods and Pedagogies for Visual Literacy. The aim of the book is to provide a comprehensive, accessible, and critically grounded resource on visual research methods and pedagogical approaches for visual literacy in education. As visual communication increasingly shapes how knowledge is produced, circulated, and learned, educators and researchers face the challenge of engaging with images not only as teaching aids, but also as objects of inquiry and as modes of thinking and producing knowledge.
Rather than focusing exclusively on the book’s content, this talk examines the intellectual and collaborative labor involved in assembling a multi-author volume in an emerging interdisciplinary field. It discusses the editorial decisions that shaped the conceptual framework of the handbook, the process of curating contributions across diverse methodological traditions, and the strategies used to balance accessibility, critical rigor, and pedagogical relevance.
By sharing insights from this editorial process, the presentation aims to illuminate how academic handbooks function not only as repositories of knowledge, but also as curatorial interventions that help articulate and consolidate developing areas of research and teaching in visual inquiry and visual literacy.
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 Ricardo Lopez-Leon

Ricardo Lopez-Leon

Lead Researcher, Universidad Autonoma de Aguascalientes
Gemini dijoRicardo Lopez-Leon is a Lead Researcher-Lecturer at the Design Sciences Center of the University of Aguascalientes, Mexico. He holds a Ph.D. in Art and Sciences for Design, specializing in applied aesthetics and semiotics, from the Universidad Autónoma Metropolitana. As... Read More →
Wednesday October 7, 2026 3:00pm - 3:30pm EDT
Studio

3:00pm EDT

Social Media Elicitation as a Methodology
Wednesday October 7, 2026 3:00pm - 3:30pm EDT
Research on media theory and media literacy has long held that mediated messages can help shape the way audiences come to view the world. To date, researchers have looked at how film and television depictions of teachers, classrooms, and students play a role in shaping how pre-service teachers come to think about and prepare for their students. However, the widespread use and adoption of social media represents a significant shift in how media are disseminated, consumed, produced, and reproduced - and this shift, which blurs the once starkly-drawn line between producer and consumer, is one that also affects how today's pre-service teachers think about and prepare for their future classrooms. As part of my dissertation study on critical social media literacy skill development amongst pre-service teachers, I gathered date using media elicitation interviews. In such interviews, media are used to elicit responses by helping ground the interview within the subject matter. In this case, I asked participants to gather examples of relevant social media to bring in and discuss as part of their interviews. Thus far, social media elicitation is a methodology that has the potential to be messy. This methodology has proven promising - participants revealed that in engaging with social media, they generally take on the role of consumer and actively search for positive messaging about teaching. They also reveal that while they are mindful of the affect of the algorithim on their viewing habits, they are less critical of content creators who present themselves as "real educators". However, I am interested in proposing a session in which attendees can discuss the methodology and share experiences with using social media as a learning tool.
Speakers
avatar for Alicia Burnette Whitley

Alicia Burnette Whitley

Graduate Student, North Carolina State University
Alicia Whitley is a PhD Candidate from North Carolina State University whose work focuses on pre-service teacher education and critical media literacies.
Wednesday October 7, 2026 3:00pm - 3:30pm EDT
Lecture Hall
 
Thursday, October 8
 

9:00am EDT

From Research to Empathy and Back Again: Reconstructing an Assignment to Improve Student Outcomes
Thursday October 8, 2026 9:00am - 9:30am EDT
This presentation reports on the third year of collaboration between an art librarian and a health sciences librarian for an acting for medical simulation course module that prompts students to empathize with patients facing bias while considering how images convey complex meanings. Two changes were made to the assignment: the professors limited the patient’s medical issue to pain and the final product was changed from a visual bibliography to a collage. 
As in previous iterations, students rewrote a standardized case template to empathetically reflect on the biases encountered by patients with less power in the healthcare system based on their intersectionality. To increase the focus on the patient’s intersectionality, this time, the medical issue was limited to pain.          
Visual Thinking Strategies (VTS), an evidence-based method that promotes slow looking, improves diagnostic reasoning, and fosters practitioners’ empathy by enabling learners to surface and challenge assumptions was again incorporated into the lesson. However, visual annotated bibliographies were replaced by collages. This not only clarified expectations, it allowed students to creatively explore visual language through a familiar and unintimidating medium. Images were selected and arranged to communicate the social and cultural identity and pain experience of their fictional patients and reflected on how formal visual elements convey meaning. 
This presentation will cover the rationale for the revisions made to the assignment, three-part lesson plan, learning outcomes, and practical best practices. Student examples will demonstrate how combining collage-based visual literacy with empathetic case rewrites focused on pain produces a richer understanding of patient experience. Attendees will learn how an interdisciplinary team of librarians and faculty have collaboratively designed and iteratively refined an assignment in enough detail that they could adapt it to their own cross-disciplinary work.
Speakers
avatar for Stefanie Hilles

Stefanie Hilles

Arts and Humanities Librarian, Miami University
Stefanie Hilles is the Arts and Humanities Librarian at Wertz Art and Architecture Library at Miami University where she liaises to the art, architecture and interior design, and theatre departments. Her instruction practice aims to embed information literacy into the creative processes... Read More →
avatar for Megan Jaskowiak

Megan Jaskowiak

Health and Social Sciences Librarian, Miami University
Megan Jaskowiak Health and Social Sciences Librarian. She liaises with Criminology, Gerontology, Psychology, Sociology, Speech Pathology and Audiology, Family Science and Social Work, and the Physician Associate Studies program. She has a Masters of Library and Information Science... Read More →
Thursday October 8, 2026 9:00am - 9:30am EDT
Circular Church

9:00am EDT

Lasting spiritual and religious visual legacies rendered in Latinx-themed picturebooks created by Latinx artists
Thursday October 8, 2026 9:00am - 9:30am EDT
This presentation outlines the findings of a study on the visual representation of spirituality and religion in Latinx-themed picturebooks illustrated by Latinx artists and published in the US from 1932 to 2026. It specifically examines how their illustrators strategically place iconic religious images into their visual narratives, creating well-rounded, believable Latinx protagonists and settings. Although most of these picturebooks are not religious-themed or focused, the incorporation of tangible and familiar faith-based visual references, when examined as a whole, can be seen to have established a 90+-year visual legacy of the faith traditions, spiritual beliefs, and values of Latinxs living across the United States. 
Thursday October 8, 2026 9:00am - 9:30am EDT
Studio

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

Curating with Care: Visual Text Selection as a Culturally Responsive Literacy Practice
Thursday October 8, 2026 9:30am - 10:00am EDT
What does it mean to choose a book for a group of students you are still learning to know? This presentation examines text selection as a visual literacy practice, one that requires educators to read images, illustrations, and visual narratives not only for aesthetic quality but for whose identities, experiences, and ways of knowing they center or erase. Drawing on work with the Literacy Community Initiative (LCI) at NC State University, a program serving immigrant and refugee youth, we share a framework for curating picturebooks and mentor texts with intention and equity at the forefront. The framework integrates six criteria including mirrors, windows, and doors (Bishop, 1990); authorship and illustrator diversity; trauma-informed resonance (Dutro, 2019); linguistic and cultural affirmation; community alignment; and pedagogical fit, grounded in culturally sustaining pedagogy (Paris & Alim, 2014) and positive youth development (Lee, Picart & Mann, 2025).
We argue that text selection is never neutral. The images we bring into a learning space communicate to students who belongs in the story and, by extension, who belongs in the room. This session invites participants to examine their own text selection practices and consider how visual curation can become an act of care, community-building, and justice.
Speakers
avatar for Amber Moore

Amber Moore

Doctoral student, North Carolina State University
Amber L. Moore is a doctoral candidate in Teacher Education and Learning Sciences, with a concentration in Literacy and English Language Arts, at North Carolina State University. Her research sits at the intersection of visual methodologies, embodied literacies, and alternative literacy... Read More →
avatar for Haleema Khalil

Haleema Khalil

Doctoral Candidate, North Carolina State University
Haleema Khalil is a doctoral candidate in Teacher Education and Learning Sciences at North Carolina State University, where she is advised by Dr. Jackie Relyea. She holds a master's degree from Vanderbilt University and brings a transnational perspective to her scholarship, having... Read More →
Thursday October 8, 2026 9:30am - 10:00am EDT
Circular Church

9:30am EDT

Illuminating Women’s Impact Through Illustration and Design in Nonfiction Biographical Picturebooks
Thursday October 8, 2026 9:30am - 10:00am EDT
Nonfiction biographical picturebooks for young people that center individuals who have made a difference across a wide range of fields are being published in notable numbers today. Reading and viewing these texts offers an engaging and meaningful way for young people to learn about the people whose ideas, creativity, and courage have shaped our world, made our lives easier and healthier, more expressive, and served as role models.


Historically, nonfiction picturebooks have overwhelmingly centered on men and their accomplishments. A growing body of contemporary titles is giving long overdue attention to women who have influenced society in impactful ways. This shift offers a significant opportunity for young people to examine how women’s lives and contributions are being visually represented in picturebooks designed for them.


What makes multimodal picturebooks especially powerful tools for enjoyment and learning is the combination of the narrative and the visual elements. The illustrations carry significant weight in representing the ideas, stories, and people at the center. Through design and imagery choices, these books construct meaning that extends well beyond the written text and invite readers to see women’s contributions through intentional visual design.


This session presents a visual content analysis of nonfiction biographical picturebooks about women who have impacted society. It highlights emerging visual patterns, representational choices, and visual strategies in recently published titles, offering insights into how illustration shapes young people’s understanding and celebration of women’s roles in culture, history, and community life.
Speakers
avatar for Dr. Geri Chesner

Dr. Geri Chesner

Professor, Strategic Educational Leadership, National Louis University
Geri has focused on the power of children's literature and visual texts as catalysts for literacy development, with particular emphasis on visual and critical literacy. She serves as a professor at National Louis University in Chicago, IL, and has been an active member of IVLA for... Read More →
Thursday October 8, 2026 9:30am - 10:00am EDT
Studio

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

Learning to teach with images: Examining preservice teachers’ emergent practices
Thursday October 8, 2026 10:30am - 11:00am EDT
There is a growing recognition of the need to include diverse literacies in schools that support the informational and technological challenges students face today. Despite this goal, images in classrooms still typically function mainly as overlooked textbooks illustrations or as decoration. This study investigates a unit in a university social studies methods course in which preservice teachers learned to conduct image-based discussions. Utilizing a case study design, video records and written reflections are used to examine 26 preservice teachers’ enactment of a complex discussion strategy aimed at fostering visual literacy. Image-based discussion involves the teacher posing an intentional sequence of questions that guide students to analyze iconic photographs of historically significant events. The study is based on a theoretical perspective that treats images as texts to be closely read for meaning by considering their unique composition and the questions they raise about truth and representation. Instruction for the unit on image-based discussion took place over the final five weeks of the course. Findings revealed that pre-service teachers were able to apply fundamental principles of inquiry-oriented discussion by asking open-ended questions to guide the analysis. Although they were generally successful at adopting inquiry teaching principles, their discussion facilitation inconsistently applied visual analysis strategies that addressed the image’s composition. Collectively, the results of this study together add to our understanding of the ways that preservice teachers learn to enact a discussion strategy supporting visual literacy and the challenges they faced during rehearsal teaching.
Speakers
JM

John Myers

Associate Professor, Florida State University
John Myers is an Associate Professor of Social Science Education at Florida State University. He completed doctoral studies at the Ontario Institute for Studies in Education of the University of Toronto. He is particularly interested in the intersection of photography with civic education... Read More →
Thursday October 8, 2026 10:30am - 11:00am EDT
Studio

10:30am EDT

Memory as Compost: Food as Visual Material for MESI Sense-Making
Thursday October 8, 2026 10:30am - 11:00am EDT
Memory is often treated as archival—stable, stored, and retrievable (Schacter, 1996). This paper challenges that assumption by engaging memory through the metaphor of compost: a generative process in which fragments of lived experience decay, intermingle, and are reassembled into new meaning over time.
Drawing on Musically Enhanced Self-Inquiry (MESI), a multimodal, autoethnographic methodology that engages sound, visuals, and embodied reflection (Ramirez, 2024), three scholars in thought partnership (Akogeryam & Ramirez, 2026) explore how everyday objects—specifically food as visual and sensory material—become sites through which memory, place, and representation emerge and are reconfigured.
Through three reflexive memos centered on distinct food objects, we demonstrate how sensory engagement (taste, smell, sight, touch, and sound) surfaces layered, shifting memories rather than fixed recollections. These memos, analyzed through visual reflection, storytelling, metaphor, and arts-based practices, function as compost materials: everyday artifacts that, when engaged through MESI, generate complex intersections of identity, culture, labor, migration, and belonging.
Across these cases, we show how food operates not merely as sustenance but as visual and sensory material through which dominant assumptions of authenticity, family, and representation—often embedded in material and visual culture—are destabilized and reinterpreted through lived experience. In this way, memory is not retrieved but emerges as a fluid, relational, and constructed process.
We argue that MESI offers a framework for engaging the “messy” processes of sense-making, where multimodal and sensory engagement opens new reflexive possibilities. By positioning food as visual material, this work expands visual literacy to include how we engage visual phenomena through our senses as critical sites of analysis.
This paper invites visual literacy scholars to reconsider memory as compost, opening new possibilities for multimodal inquiry, critical reflection, and meaning-making. In this space, MESIness offers room for reflection, healing, and the naming of lived experiences as we process and embody authenticity, performance, and belonging.
Speakers
avatar for Emmanuel Anyetei Kojo Akogyeram

Emmanuel Anyetei Kojo Akogyeram

Doctoral Student, North Carolina State University
Emmanuel Anyetei Kojo Akogyeram is a doctoral student in Educational Leadership, Policy, and Human Development, with a concentration in higher education opportunity, equity, and justice, and a student affairs professional in higher education. Originally from Ghana, Emmanuel brings... Read More →
avatar for Naomi Ramirez

Naomi Ramirez

Lecturer, San Diego State University
Dr. Naomi Ramirez teaches at multiple colleges, where she uses a critical multimodal lens to challenge Eurocentric ways of knowing and create more humanizing, inclusive learning spaces. She holds a PhD in Education from San Diego State University and Claremont Graduate University... Read More →
KA

Kaylen Alexandra

MFA student, Lindenwood University
Kaylen Alexandra is a Master of Fine Arts  student at  Lindenwood University studying creative writing. Her interests include researching a variety of ways to  practice emotional intelligence and leveraging creativity as a tool for healing. Her Substack publication, The Fifth Pillar... Read More →
Thursday October 8, 2026 10:30am - 11:00am EDT
Circular Church

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

Family, Culture, and Place: Cultural Leisure Activities in the Moravian-Silesian Region of the Czech Republic
Thursday October 8, 2026 1:00pm - 1:30pm EDT
The frequency of contact with art and the degree of intergenerational transmission of cultural habits within the family environment represent key determinants in shaping pupils’ relationship to culture. This paper focuses on the analysis of families’ cultural leisure activities in the Moravian-Silesian Region of the Czech Republic as one of the crucial factors in the development of relationships to diverse forms of cultural expression.
 
The study draws on a questionnaire-based sub-study conducted among parents of primary school pupils in the Moravian-Silesian Region of the Czech Republic (N = 676) as part of the REFRESH project. The examination of families’ leisure activities forms part of a broader research framework focused on the visual literacy of pupils in primary education.
 
The findings indicate that family patterns of leisure-time behaviour constitute an important context for cultural participation in a post-industrial region. They suggest that shared cultural experiences within the family form an important part of pupils’ broader cultural environment and should be taken into account in research on the relationship between culture, place, and visual representation. In this way, the paper contributes to the current discussion on the relationship between place, memory, and visual representation in contemporary education.
Speakers
avatar for Tomáš Koudela

Tomáš Koudela

assistant professor and vice-dean, University of Ostrava
Tomáš Koudela is an assistant professor and Vice-Dean for Communication and Creative Activities at the Faculty of Education, University of Ostrava. He serves as the head of the Visual Studies Centre and leads the interdisciplinary Visual Literacy Research Team. His research focuses... Read More →
avatar for Timotej Blažek

Timotej Blažek

postdoctoral researcher, University of Ostrava
Mgr. Timotej Blažek, Ph.D. (*1989) is an art educator and theorist in the field of art education. Since 2022, he has been working at the National Institute of Education and Youth, focusing on research and development in the educational area of Art and Culture, particularly art education... Read More →
avatar for Tereza Čapandová

Tereza Čapandová

researcher assistant, University of Ostrava
Tereza Čapandová is a research assistant at the Faculty of Education, University of Ostrava, and a member of the Visual Literacy Research Team. She is currently completing her Ph.D. in Art Education, focusing on the concept of originality in the context of post-production theory... Read More →
Thursday October 8, 2026 1:00pm - 1:30pm EDT
Studio

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

Seeing the Moon Through Time: Cultural Memory and Science Meaning-Making in Children’s Picturebooks
Thursday October 8, 2026 1:30pm - 2:00pm EDT
Research in science and visual literacy shows that visual images are central to how learners construct scientific meanings and images of who does science, and that thoughtfully designed visual work can particularly support underrepresented students’ confidence and participation, making classrooms more inclusive and identity‑affirming (Christidou et al., 2023; Duque‑Arellano, 2018). This session explores how picturebooks set in diverse cultural contexts represent the moon and its phases, positioning these visual narratives as sites where cultural memory and scientific meaning-making intersect. Across time and communities, the moon has functioned as a powerful symbolic and narrative element, shaping how cultures remember, interpret, and explain natural phenomena through stories, traditions, lived experiences, and imaginations. By examining a curated set of picturebooks from different cultural traditions, this session analyzes how visual and textual elements construct culturally situated understandings of the moon.
While these representations may not always align with scientific explanations, they serve as cultural artifacts that reflect how knowledge is shaped through memory, imagination, and community-based ways of knowing. Drawing on visual literacy, we examine how images act as carriers of cultural memory while also mediating children’s meaning-making about scientific concepts.
The session also provides implications for science teacher education. We argue that culturally grounded picturebooks can support students’ science meaning-making by connecting disciplinary concepts with cultural narratives and prior knowledge. By situating representations of the moon within broader temporal and cultural contexts, this session highlights how images shape understandings of science, culture, and identity, and how educators can leverage these resources to foster more inclusive and meaningful learning experiences.


References
Christidou, V., Kallery, M., Pnevmatikos, D., & Valanides, N. (2023). Editorial: Visual images in science education. Frontiers in Education, 8, 1181754. https://doi.org/10.3389/feduc.2023.1181754
Duque-Arellano, F. (2018, January 3). Visual interpretation in science – Strategies for English language learners. Intercultural Development Research Association. https://www.idra.org/resource-center/visual-interpretation-in-science/
Speakers
DX

Dr. Xiaoning Chen

Associate Professor, ESL/Bilingual Education, National Louis University
Xiaoning Chen, Ph.D. is an Associate Professor of ESL/Bilingual Education at National Louis University. Dr. Chen has two decades of experience in language teacher education in the U.S. and internationally. Her research focuses on visual literacy, multicultural children’s literature... Read More →
EK

Eun Kyung Ko

Professor, National Louis University
Eun Kyung Ko, Ph.D. is an educator and researcher committed to justice-focused, community-based, and culturally responsive teaching. Her work centers on preparing teachers to design meaningful, inclusive STEAM learning experiences for multilingual learners. She integrates AI as a... Read More →
Thursday October 8, 2026 1:30pm - 2:00pm EDT
Studio

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

Seeing Without Seeing – Visual Imaginaries in Craft Learning
Thursday October 8, 2026 2:30pm - 3:00pm EDT
Craftsmakers’ understanding and knowledge are shaped through a complex weave of material, action, and communication. In the encounter with the possibilities and limitations of materials, in conversation with others, and through personal experience, imaginaries emerge that guide the making process (Andersson & Johansson, 2017). The development of becoming knowledgeable, skilled, and artistically accomplished differs from one individual to another, but is often marked by encounters with a more experienced practitioner. Within craft traditions, this encounter has been described as a narrative in which the more knowledgeable practitioner conveys their knowledge through action and language (Nielsen & Kvale, 1999). This narrative carries traces of the knowledge of previous generations and makes it possible to understand making across time. At the same time, a form of visual imaginary is created in the learner, where what is described is transformed into an inner image within a personal space of learning (Jernström, 2000). This interview study is based on an expanded understanding of visual representations, in which mental images and imaginaries are also seen as part of how visual meaning-making takes place in learning processes. The study examines how practicing craft teachers and craftspeople perceive the formation of such inner visual representations and the significance they have for learning in craft practices. Particular attention is given to the difference between imagining an action through description and experiencing it through direct visual observation. Interpreting and understanding visual expressions—whether mental or concrete—requires a prior understanding that influences how knowledge is developed (Andersson, 2021). By analyzing craft learning as a process in which visual imaginaries are created, negotiated, and reinterpreted, the study contributes to a deeper understanding of how images—even those that are not materially visible—function as carriers of knowledge and memory in learning process.
Speakers
JA

Joakim Andersson

Senior Lecturer, HDK-Valand, University of Gothenburg
I hold a PhD in Educational Work and am a Senior Lecturer in Aesthetic Forms of Expression with a focus on Educational Sciences. My research examines communication and teaching in sloyd (craft education) as pedagogical and didactic tools, with particular attention to how students... Read More →
ER

Elena Raviola

Professor in Design Management and Director of the Business and Design Lab at the University of Gothenburg., HDK-Valand
Elena Raviola is Torsten and Wanja Söderberg Professor in Design Management and Director of the Business and Design Lab at the University of Gothenburg. She studies how digital technologies transform professional work, particularly in cultural and creative fields, and, ultimately, how human dis... Read More →
Thursday October 8, 2026 2:30pm - 3:00pm EDT
Studio

3:00pm EDT

Manufactured Authenticity: Examining the Use of Hungarian Kalocsa Embroidery in It’s a Small World
Thursday October 8, 2026 3:00pm - 3:30pm EDT
With its infectious theme song and iconic visual design, It’s a Small World is possibly the most instantly recognizable attraction within the Disney Theme Parks family. Millions of people have experienced Disney’s interpretation of the world’s countries, cultures, and people since its installation at Disneyland in 1965. What is less known are the origins of the ride, which was created for UNICEF’s pavilion at the 1964-1965 New York World’s Fair. The work of Disney Legend and costumer Alice Davis was critical to the attraction’s success, but her research methods raised some questions regarding authenticity as related to cultural traditions, clothing, and landscapes. Unable to complete research travel in the nine months Disney’s team had to design and build the attraction, Davis turned to popular anthropological publications, such as National Geographic, for inspiration. While this was a creative workaround, a quick survey of late nineteenth-century and early twentieth-century National Geographic issues reveals these articles were typically presented through the lens of Western anthropologists, which often provided a reductionist view of the people and cultures under study. Thus, Davis’ cultural imagination in regard to the costumes for the children of Small World raises questions regarding the extent and type of authenticity of the clothing that was based on nostalgic portrayals of traditional costumes, some of which may have only been worn for specific cultural, regional, or religious ceremonies but co-opted as representative of their nations based on their perceived festive, colorful, or entertaining components. With 26 nations or regions represented in Small World, it would be impossible to identify them all in this presentation, so the use of Kalocsa embroidery in the Hungarian portion of the attraction will be used as a case study for understanding how Davis borrowed culturally significant iconography to create a lasting, but fabricated, visual impression of global traditions and people. This examination of Davis’ contributions is still relevant today as It’s a Small World is the only attraction found in all Disney Parks around the world, thus emphasizing its sustained impact on reinforcing cultural stereotypes and narratives more than 60 years after its creation. 
Speakers
avatar for Michelle Demeter

Michelle Demeter

Head of Undergraduate and Instructional Services, New York University
Michelle Demeter is the Head of Undergraduate and Instructional Services at New York University Libraries. She leads the development and facilitation of in-person and remote instructional services that support the research and creative endeavors of faculty and students across campus. Her... Read More →
Thursday October 8, 2026 3:00pm - 3:30pm EDT
Studio

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

3:30pm EDT

“Visual thinking” without the visual: Aphantasia and implications for visual literacy
Thursday October 8, 2026 3:30pm - 4:00pm EDT
Aphantasia, clinically defined just over a decade ago, is a neurodivergence that results in a person having little to no ability to internally visualize. The intertwining of visual literacy with visual thinking, often an assumed pairing, thus demands reconsideration with the knowledge that, , for some individuals, visual thinking simply does not exist. This presentation will define and explore the current research on congenital aphantasia, meaning a diagnosis of aphantasia from birth, based on the results of a scoping review, and discuss potential concerns for visual literacy practitioners and researchers going forward. 
Speakers
SM

Shawn McCann

Associate Professor, Oakland University
Shawn is an Associate Professor at Oakland University.
avatar for Jackie Huddle

Jackie Huddle

Head, Herron Art Library, Indiana University
Jackie is the Head of the Herron Art Library at Indiana University.
KG

Katie Greer

Professor, Oakland University
Katie is the VP of IVLA
RK

Rebecca Krystyniak

Visiting assistant professor, Oakland University
Rebecca is a Visiting Assistant Professor and the Health Sciences Librarian.
Thursday October 8, 2026 3:30pm - 4:00pm EDT
Studio
 
IVLA 2026 Charleston
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