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Wednesday, October 7
 

9:00am EDT

The Memory Body: Where Awe, Symbolism, and the Body Meet in the Work of Healing-Centered Education
Wednesday October 7, 2026 9:00am - 10:00am EDT
What if images don't just represent memory? What if the body remembers through them?
This session introduces the concept of the "memory body": the proposition that visual symbols encountered in landscapes, natural environments, and daily life activate not only cognitive memory but somatic, emotional, and energetic memory and that this insight has direct implications for how we understand and sustain the well-being of educators and caregivers.


The presentation synthesizes two bodies of work previously presented at IVLA 2025: a self-study of emblematic symbolism using a Symbolic Field Guide methodology rooted in awe, nature-based encounter, and reflective journaling; and mixed-methods research on energy healing's impact on emotional resilience and nervous system regulation in caregiving professionals. Across both studies, an identical transformation arc emerged — Curiosity → Sensation → Reflection → Clarity → Renewal — revealing that visual encounter and embodied practice share the same living rhythm of meaning-making.


Grounded in scholarship on awe (Keltner, 2023), archetype (Campbell, 1949), and nature symbolism (Andrews, 1993/2021), and informed by participant narratives describing warmth, imagery, emotional release, and somatic recalibration, this session argues that visual literacy must expand to include the body as a site of memory rooted in place. A feather found on a trail, light through trees, a recurring pattern in a landscape. These are mnemonic anchors carrying forward personal narrative and embodied knowledge that the body knows before the mind names.


From this ground, the session pivots to practice, introducing the emerging shape of a healing-centered professional development framework for educators integrating visual journaling, symbolic encounter, awe practices, and somatic grounding. Participants engage in a brief dual-lens exercise (visual analysis + somatic practices) using a prototype reflection prompt, experiencing the "memory body" in real time and leaving with a tool they can adapt for their own practice.
Speakers
avatar for Dr. Karen F. Tardrew

Dr. Karen F. Tardrew

Professor, Chair of Learning Sciences in Education, National Louis University
Dr. Karen F. Tardrew is a tenured Professor and Chair of Learning Sciences in Education at National Louis University, where she has served for over 33 years as a scholar, leader, and innovator in educator development. Her teaching and research explore the intersections of visual... Read More →
Wednesday October 7, 2026 9:00am - 10:00am EDT
Lecture Hall

9:00am EDT

Welcome and Keynote
Wednesday October 7, 2026 9:00am - 10:00am EDT
Wednesday October 7, 2026 9:00am - 10:00am EDT
Lecture Hall

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

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

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

3:30pm EDT

Artifacts of Becoming: Autoethnographic Inquiry into the Higher Education Experience Across Identity, Place, and Time
Wednesday October 7, 2026 3:30pm - 4:30pm EDT
Doctoral scholars and graduates document their own becoming constantly, in objects carried, images made, and texts written across the margins of academic life. This panel brings together three scholars (present and alumni) from the NC State College of Education to present autoethnographic inquiries anchored in personal visual and material artifacts, each one a record of a journey that institutional measures of progress cannot fully capture.
The first presenter examines a charm necklace built incrementally across a doctoral journey, each charm marking a milestone, from conference presentations to completed semesters, analyzing it as an alternative literacy artifact and a wearable autoethnographic document of what counts as growth. The second presenter draws on his critical autoethnographic study of his experiences as a Black Ghanaian student-athlete navigating NCAA Division I athletics, centering visual and multimodal artifacts including photographs, Adinkra symbols, and scholarship appeal letters as primary data that honor African diasporic ways of knowing (Akogyeram, 2025). The third presenter reflects on personal journals kept across a migration from Puerto Rico to rural North Carolina, analyzing them as artifacts of linguistic, cultural, and geographic negotiation within doctoral education and her teaching profession that serves as the anchor of her dissertation.
Together, these presentations argue that graduate scholars are already documenting their experiences in ways that exceed institutional recognition, and that autoethnographic methods (Ellis et al., 2011; Chang, 2008) offer a framework for taking those documents seriously as knowledge. The panel connects directly to the conference theme by treating each artifact as an image that has traveled through time, accumulating meaning, memory, and identity across the shifting landscapes of higher education.
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 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 Dr. María Heysha Carrillo Carrasquillo

Dr. María Heysha Carrillo Carrasquillo

Assistant Professor of Early Childhood Education, University of Hawai`i, West O'ahu
Dr. María Heysha Carrillo Carrasquillo is a scholar, educator, and storyteller whose work sits at the intersection of language, place, and social identity in multilingual education. María Heysha is an assistant professor of early childhood education at the University of Hawai`i... Read More →
Wednesday October 7, 2026 3:30pm - 4:30pm EDT
Lecture Hall

4:30pm EDT

Journal of Visual Literacy Editorial Session
Wednesday October 7, 2026 4:30pm - 5:30pm EDT
This interactive editorial session offers conference participants an opportunity to engage directly with the editorial vision, expectations, and publication processes of the Journal of Visual Literacy (JVL). Led by Editor-in-Chief Maria Avgerinou, the session will discuss current directions in visual literacy scholarship, emerging themes in the field, and the evolving role of visuals in an AI-mediated world.

Participants will gain practical insight into what makes a strong manuscript submission, common reasons manuscripts are rejected, and how authors can better position their work for successful peer review. The session will also address issues such as conceptual alignment with visual literacy scholarship, methodological rigor, theoretical framing, ethical use of AI in academic writing, and publishing expectations in interdisciplinary research.

The session will include:

* An overview of JVL’s current editorial priorities and scope
* Guidance for first-time and emerging authors
* Discussion of special issues and future publication opportunities
* Q&A with attendees regarding submissions, peer review, and scholarly publishing

Faculty, graduate students, researchers, artists, designers, and practitioners interested in publishing visual literacy research are warmly invited to attend.
Wednesday October 7, 2026 4:30pm - 5:30pm EDT
Lecture Hall
 
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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