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Journal articles on the topic 'Visual literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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1

Felten, Peter. "Visual Literacy." Change: The Magazine of Higher Learning 40, no. 6 (November 2008): 60–64. http://dx.doi.org/10.3200/chng.40.6.60-64.

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2

Matoush, Marylou. "Visual Literacy." International Journal of Learning: Annual Review 12, no. 10 (2007): 17–22. http://dx.doi.org/10.18848/1447-9494/cgp/v13i10/45073.

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3

Campbell, Mary, and Brian McIlroy. "Visual Literacy." Books Ireland, no. 138 (1990): 11. http://dx.doi.org/10.2307/20626253.

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4

Lesy, M. "Visual Literacy." Journal of American History 94, no. 1 (June 1, 2007): 143–53. http://dx.doi.org/10.2307/25094783.

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5

Bojarska, Katarzyna. "Visual Literacy." Teksty Drugie 2 (8), Special Issue English Edition (2015): 5–12. http://dx.doi.org/10.18318/td.2015.en.2.1.

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6

Goin, Peter. "Visual Literacy." Geographical Review 91, no. 1/2 (January 2001): 363. http://dx.doi.org/10.2307/3250838.

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7

GOIN, PETER. "VISUAL LITERACY." Geographical Review 91, no. 1-2 (April 21, 2010): 363–69. http://dx.doi.org/10.1111/j.1931-0846.2001.tb00491.x.

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8

Dymoke, Sue. "Visual literacy." English in Education 50, no. 3 (September 2016): 208. http://dx.doi.org/10.1111/eie.12115.

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9

Beatty, Nicole A. "Cognitive Visual Literacy." Art Documentation: Journal of the Art Libraries Society of North America 32, no. 1 (March 2013): 33–42. http://dx.doi.org/10.1086/669987.

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10

Bucchi, Massimiano, and Barbara Saracino. "“Visual Science Literacy”." Science Communication 38, no. 6 (November 23, 2016): 812–19. http://dx.doi.org/10.1177/1075547016677833.

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Since its very beginning, modern science has put images at the center of its communicative processes: drawings, diagrams, and schemes, and later photographs, satellite images, and film. In the age of digital communication, specialists and publics live constantly immersed in a visually dense environment, particularly when it comes to science and technology content. Do we have the competence to decipher all these images, often complex and elaborate? If the so-called science literacy has become a standard dimension of public understanding of science at the international level, much less studied so far is visual science literacy. We tested empirical indicators of visual science literacy in the context of three surveys (2014, 2015, and 2016) of public perception in Italy on a representative sample of the population. The results show that respondents fare generally better in recognizing images related to science than in responding to textual questions. Images could offer relevant opportunities for greater public engagement with scientific results.
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11

Strickland, Dianne. "Improving Visual Literacy." Art Journal 54, no. 3 (1995): 91. http://dx.doi.org/10.2307/777607.

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12

Spalter, Anne Morgan, and Andries van Dam. "Digital Visual Literacy." Theory Into Practice 47, no. 2 (April 23, 2008): 93–101. http://dx.doi.org/10.1080/00405840801992256.

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13

Tabi, Emmanuel, and Jennifer Rowsell. "Towards Sensorial Approaches to Visual Research with Racially Diverse Young Men." Studies in Social Justice 11, no. 2 (March 3, 2018): 275–97. http://dx.doi.org/10.26522/ssj.v11i2.1574.

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This is a collaborative ethnographic research project that highlights the artistic, literary contributions of racially diverse young men. It uses Critical Race Theory to question conventional, Eurocentric educational approaches that historically and currently continue to suppress various socially and culturally learned modes of communication. This article presents two research projects in urban and suburban formal and informal educational institutions to highlight multimodal literary approaches. The first project is an amalgamation of two critical, ethnographic case studies that explores how racially diverse young men express their literacy through rap and spoken word poetry. The second project uses ethnographic methods to observe racially diverse young men’s production of films and photographs in high school, community centers, and art gallery spaces. This study uses visual methods coupled with affect and sensory-laden approaches to collect data and conduct an analysis. The article reflects on conversations surrounding young men, particularly racialized young men, their relationship with literacy, and how these conversations are founded on their failure and deficit language about their literacy repertoires. We believe that such research is closely tied with other social justice themes and modes of inquiry. This article steers away from the ways racialized young men do not use literacy, and focuses instead on the ways that they do use literacy. Their literacy practices are predominantly visual in nature, frequently accompanied by other modes such as words and moving images. Fitting within the scope of the special issue on social justice and visual methods, we argue for a greater acknowledgement and analytical gaze on sensory and affective nuances within visual research. This approach adds texture and volume to interpreting racialized young men’s narratives. Interrogating their visuals and talking through their narratives that have agentive qualities gives both researchers an awareness of young men’s emotional worlds, and how the visual allows for sense-laden, agentive meaning-making.
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14

Santana, Sebastiana da Silva. "Literacy and literacy." RCMOS - Revista Científica Multidisciplinar O Saber 3, no. 1 (January 19, 2024): 1–8. http://dx.doi.org/10.51473/ed.al.v3i1.489.

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This article analyzes the universe of children with visual impairments and aims to deepen studies related totheir literacy process, their specifi cities and the methodologies used to obtain better results. It addresses issuesand paths that can benefi t the teaching-learning process. In terms of pedagogical practice, we seek to look atwork with students with visual impairments and the refl ection of specifi c procedures and resources that helpto guide the teacher in the classroom. In this work, bibliographic research was used as a research methodologyand the theory-practice relationship, highlighting the need to be aware of the pedagogical practices that bestadapt to the peculiarities of the blind child. The education process for visually impaired children. It can beconcluded that in relation to the literacy and literacy process of the visually impaired, it is necessary to off errelevant guidance in the area of visual impairment and qualifi cation to teachers, so that they provide satisfactorywork that meets the needs of people who require specifi c conditions to develop and participate in the inclusionprocess, so desired by all. Therefore, it is important to address this issue.
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15

Taspınar, Seyda Eraslan. "Reading image and thinking image in a new visual age." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 417–26. http://dx.doi.org/10.18844/prosoc.v2i1.326.

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We are living in the age in which visually is prevailing intensely and mass communication is based upon image rather than expression. It is a significant skill for our age to comprehend the language of images in this new visual age. Art and visual world are not independent concepts. Visual literacy, a branch of multiple literacies emerged with the development of information and its transfer style, is a visual language utilized to work out issues of this new visual age.  In this study, the relation of visual literacy concept to art and art education is investigated based on the literature in the light of technological advancements.  Improvability of visual literacy skills through art education is discussed by compiling the results and comments of other studies and investigating the interrelation of art and visual literacy. At the end of the research with the scanning method, evaluations on the relations of visual literacy concept to art education and their interactive sides were carried out, and conclusions and recommendations were stated relevant to raise productive individuals that have visual literacy skills through an effective art education.Keywords: visual literacy, visual thinking, visual arts, visual arts education
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16

Nida, Diini Fitrahtun, Muhyiatul Fadilah, Ardi Ardi, and Suci Fajrina. "CHARACTERISTICS OF VISUAL LITERACY-BASED BIOLOGY LEARNING MODULE VALIDITY ON PHOTOSYNTHESIS LEARNING MATERIALS." JURNAL PAJAR (Pendidikan dan Pengajaran) 7, no. 4 (July 29, 2023): 785. http://dx.doi.org/10.33578/pjr.v7i4.9575.

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Visual literacy is the skill to interpret and give meaning to information in the form of images or visuals. Visual literacy is included in the list of 21st-century skills. The observation results indicate that most of the students have not mastered visual literacy well. One of the efforts that can be made to improve visual literacy is the provision of appropriate and right teaching materials. The research is an R&D (Research and Development) using a 4-D model, which is modified to 3-D (define, design, develop). The instruments used were content analysis sheets and validation questionnaires. The results of the research imply that there are three characteristics of the validity of the developed module. First, visual literacy produces students’ critical thinking and communication skills by building their own meaning or conclusions regarding the given image object. Second, visual literacy produces students' creative thinking by recreating it in the form of images or other visual objects from the provided visual information. Third, visual literacy produces students' critical thinking skills by connecting visual objects or images that are distributed to them. The module is considered to be very valid (feasible) to use with a percentage of 94.23%.
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17

Rice, Danielle. "Museums and Visual Literacy." Journal of Aesthetic Education 23, no. 4 (1989): 95. http://dx.doi.org/10.2307/3333035.

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18

Erickson, Karen, and Deborah Hatton. "Literacy and Visual Impairment." Seminars in Speech and Language 28, no. 1 (February 2007): 058–68. http://dx.doi.org/10.1055/s-2007-967930.

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19

Cesarone, Bernard. "ECAP Report: Visual Literacy." Childhood Education 82, no. 1 (October 2005): 60–62. http://dx.doi.org/10.1080/00094056.2005.10521346.

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20

Wang, Yuan, Yukun Li, Xinning Gui, Yubo Kou, and Fenglian Liu. "Culturally-Embedded Visual Literacy." Proceedings of the ACM on Human-Computer Interaction 3, CSCW (November 7, 2019): 1–24. http://dx.doi.org/10.1145/3359170.

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21

Chauvin, B. A. "Visual or Media Literacy?" Journal of Visual Literacy 23, no. 2 (January 2003): 119–28. http://dx.doi.org/10.1080/23796529.2003.11674596.

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22

Steiner, Linda, and Paul Messaris. "Visual literacy and manipulation." Critical Studies in Mass Communication 11, no. 2 (June 1994): 180–203. http://dx.doi.org/10.1080/15295039409366894.

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23

Kim, Young Soo. "A STUDY ON MEDIA LITERACY EDUCATION -An lntegrated Approach to Visual Literacy 'Television Literacy and Computer Literacy-." Journal of Educational Technology 3, no. 1 (November 30, 1987): 83–113. http://dx.doi.org/10.17232/kset.3.1.83.

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24

Aji, Daru Tunggul. "Literasi Visual sebagai Pendekatan dalam Pembelajaran Fotografi." Rekam 17, no. 2 (October 30, 2021): 123–34. http://dx.doi.org/10.24821/rekam.v17i2.5660.

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Visual Literacy As an Approach To Learning Photography. This article is an overview of the current photographic phenomena. Visual literacy as an approach becomes an offer in the development of photography learning science. As a of discipline, photography has the complexity of learning, just like other scientific disciplines. In photography learning, visual literacy is a significant capital. Visual literacy can be understood as a person's ability to respond to phenomena. It's not just the ability to switch media (design); from the oral to the visual, from the textual to the visual, from the audio to the visiual or from the visual to the other visual forms, and the ability to conduct studies of existing visual works. In photography, it is necessary not only to be processed artistically but also processed that has critical considerations, both from ethics, aesthetics, and perspective, to a phenomenon
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25

Hodes, Carol L. "Understanding Visual Literacy Through Visual Information Processing." Journal of Visual Literacy 18, no. 2 (January 1998): 131–36. http://dx.doi.org/10.1080/23796529.1998.11674534.

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26

Dambekalns, Lydia. "Culture, Visual Literacy, and Literacy Training in Nepal." Journal of Visual Literacy 20, no. 1 (January 2000): 19–30. http://dx.doi.org/10.1080/23796529.2000.11674553.

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27

Guinibert, Matthew. "Learn from your environment: A visual literacy learning model." Australasian Journal of Educational Technology 36, no. 4 (September 28, 2020): 173–88. http://dx.doi.org/10.14742/ajet.5200.

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Based on the presupposition that visual literacy skills are not usually learned unaided by osmosis, but require targeted learning support, this article explores how everyday encounters with visuals can be leveraged as contingent learning opportunities. The author proposes that a learner’s environment can become a visual learning space if appropriate learning support is provided. This learning support may be delivered via the anytime and anywhere capabilities of mobile learning (m-learning), which facilitates peer learning in informal settings. The study propositioned a rhizomatic m-learning model of visual skills that describes how the visuals one encounters in their physical everyday environment can be leveraged as visual literacy learning opportunities. The model was arrived at by following an approach based on heuristic inquiry and user-centred design, including testing prototypes with representative learners. The model describes one means visual literacy could be achieved by novice learners from contingent learning encounters in informal learning environments, through collaboration and by providing context-aware learning support. Such a model shifts the onus of visual literacy learning away from academic programmes and, in this way, opens an alternative pathway for the learning of visual skills. Implications for practice or policy: This research proposes a means for learners to leverage visuals they encounter in their physical everyday environment as visual literacy learning opportunities. M-learning software developers may find the pedagogical model useful in informing their own software. Educators teaching visual skills may find application of the learning model’s pedagogical assumptions in isolation in their own formal learning settings.
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28

AGUSTINA, AFIFFAH, RUSIJONO RUSIJONO, and UTARI DEWI. "PENGARUH PROJECT-BASED ONLINE LEARNING TERHADAP VISUAL LITERACY SKILL SISWA SMK JURUSAN MULTIMEDIA." JURNAL PENDIDIKAN GLASSER 5, no. 2 (June 18, 2021): 59. http://dx.doi.org/10.32529/glasser.v5i2.924.

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Penelitian dilakukan dengan berdasar pada permasalahan yang muncul yaitu rendahnya visua literacy skill siswa SMK jurusan multimedia. Yang mana idealnya siswa SMK urusan multimedia memiliki visual literacy skill yang tinggi, sebagai bentuk kemampuan penunjang mereka dalam membuat dan mengembangkan sebuah media. Oleh sebab itu, dalam penelitian ini dilakukan uji coba untuk meningkatkan visual literacy skill siswa dengan memanfaatkan model pembelajaran project-based online learning. Sehingga penelitian ini dilakukan dengan tujuan untuk mengetahui pengaruh model pembelajaran project-based online learning terhadap visual literacy skill siswa SMK jurusan multimedia. Dengan desain penelitian eksperimen dan analisis data menggunakan independent sample t-test diperoleh hasil adanya perbedaan yang signifikan antara nilai kelas kontrol dengan kelas eksperimen. Dengan demikian disimpulkan bahwa terdapat pengaruh model pembelajaran project-based online learning terhadap visual literacy skill siswa SMK jurusan multimedia.
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29

Harris, Benjamin R. "Visual information literacy via visual means: three heuristics." Reference Services Review 34, no. 2 (April 2006): 213–21. http://dx.doi.org/10.1108/00907320610669452.

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30

Streibel, Michael. "Visual Literacy, Television Literacy, and Computer Literacy: Some Parallels and a Synthesis." Journal of Visual Verbal Languaging 5, no. 2 (January 1985): 5–14. http://dx.doi.org/10.1080/23796529.1985.11674398.

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31

Statton Thompson, Dana. "Visual literacy, news literacy, and the fight against misinformation." Journal of New Librarianship 3, no. 2 (November 12, 2018): 381–86. http://dx.doi.org/10.21173/newlibs/5/22.

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32

Deetsch, Mike, Rachel Glass, Regina Jankowski, Evelyn Mylander, Peggy Roth, and Elisabeth Wharton. "Visual Literacy and Its Impact on Pre-literacy Development." Journal of Museum Education 43, no. 2 (April 3, 2018): 148–58. http://dx.doi.org/10.1080/10598650.2018.1426332.

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33

Krejci, Sarah E., Shirma Ramroop-Butts, Hector N. Torres, and Raphael D. Isokpehi. "Visual Literacy Intervention for Improving Undergraduate Student Critical Thinking of Global Sustainability Issues." Sustainability 12, no. 23 (December 7, 2020): 10209. http://dx.doi.org/10.3390/su122310209.

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The promotion of global sustainability within environmental science courses requires a paradigm switch from knowledge-based teaching to teaching that stimulates higher-order cognitive skills. Non-major undergraduate science courses, such as environmental science, promote critical thinking in students in order to improve the uptake of scientific information and develop the rational decision making used to make more informed decisions. Science, engineering, technology and mathematics (STEM) courses rely extensively on visuals in lectures, readings and homework to improve knowledge. However, undergraduate students do not automatically acquire visual literacy and a lack of intervention from instructors could be limiting academic success. In this study, a visual literacy intervention was developed and tested in the face-to-face (FTF) and online sections of an undergraduate non-major Introduction to Environmental Science course. The intervention was designed to test and improve visual literacy at three levels: (1) elementary—identifying values; (2) intermediate—identifying trends; and (3) advanced—using the data to make projections or conclusions. Students demonstrated a significant difference in their ability to answer elementary and advanced visual literacy questions in both course sections in the pre-test and post-test. Students in the face-to-face course had significantly higher exam scores and higher median assessment scores compared to sections without a visual literacy intervention. The online section did not show significant improvements in visual literacy or academic success due to a lack of reinforcement of visual literacy following the initial intervention. The visual literacy intervention shows promising results in improving student academic success and should be considered for implementation in other general education STEM courses.
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34

Ellenbogen, Josh, and Adam Jolles. "Visual Literacy and 1960s Photography." Critical Inquiry 47, no. 3 (March 1, 2021): 565–91. http://dx.doi.org/10.1086/713549.

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35

St. Clair, Robert N. "A Primer of Visual Literacy." IALLT Journal of Language Learning Technologies 14, no. 2 (January 29, 2019): 52–53. http://dx.doi.org/10.17161/iallt.v14i2.9057.

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36

Trumbo, Jean. "Visual literacy and the environment." Frontiers in Ecology and the Environment 5, no. 8 (October 2007): 443–44. http://dx.doi.org/10.1890/1540-9295(2007)5[443:vlate]2.0.co;2.

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37

Messaris, Paul. "Visual "Literacy": A Theoretical Synthesis." Communication Theory 3, no. 4 (November 1993): 277–94. http://dx.doi.org/10.1111/j.1468-2885.1993.tb00075.x.

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Messaris, Paul. "Visual Aspects of Media Literacy." Journal of Communication 48, no. 1 (March 1, 1998): 70–80. http://dx.doi.org/10.1111/j.1460-2466.1998.tb02738.x.

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39

Thompson, Dana Statton. "Recommended Reads for Visual Literacy." Art Documentation: Journal of the Art Libraries Society of North America 39, no. 2 (September 1, 2020): 239–46. http://dx.doi.org/10.1086/711151.

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40

TRUMBO, JEAN. "Visual Literacy and Science Communication." Science Communication 20, no. 4 (June 1999): 409–25. http://dx.doi.org/10.1177/1075547099020004004.

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41

van Zyl, John. "Visual literacy: Fact or fiction?" English Academy Review 6, no. 1 (December 1989): 13–18. http://dx.doi.org/10.1080/10131758985310041.

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van Zyl, John. "The Ethnography of Visual Literacy." South African Theatre Journal 5, no. 1 (January 1991): 109–16. http://dx.doi.org/10.1080/10137548.1991.9688032.

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43

Avgerinou, Maria D. "Towards a Visual Literacy Index." Journal of Visual Literacy 27, no. 1 (January 2007): 29–46. http://dx.doi.org/10.1080/23796529.2007.11674644.

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Pettersson, Rune. "Visual Literacy in Message Design." Journal of Visual Literacy 27, no. 1 (January 2007): 61–90. http://dx.doi.org/10.1080/23796529.2007.11674646.

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45

Pantaleo, Sylvia. "Language, literacy and visual texts." English in Education 49, no. 2 (June 2015): 113–29. http://dx.doi.org/10.1111/eie.12053.

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46

Gabowitsch, Mischa, and Anna Topolska. "Visual Literacy in History Education." Journal of Educational Media, Memory, and Society 15, no. 1 (March 1, 2023): 1–19. http://dx.doi.org/10.3167/jemms.2023.150101.

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Abstract This introductory article presents the contributions to a thematic issue about the visual analysis of history textbooks and other educational media. It provides a brief historical overview of the use of pictures in history textbooks and discusses how developments in visual studies can help move the study of such pictures beyond questions of representation, toward considering the different ways in which they can exercise an agency of their own. It argues that we need to develop complex forms of visual literacy in interacting with textbooks and shows how the distinctions proposed by the issue authors can advance this task. The article ends by suggesting avenues for further research.
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Vajpayee, Aparna. "Impact of Visual Literacy Skill Program on Visual Literacy of Deprived Children and Non-Deprived Children." Likarska sprava, no. 7 (October 15, 2017): 75–80. http://dx.doi.org/10.31640/ls-2017(7)15.

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In the present study an effort has been made to evaluate the effect of early visual literacy skill program on visual literacy of deprived and non deprived children. There were three levels of visual literacy skill program and their impact on different groups of children was made to measure up the levels of visual literacy skill program on performance of both deprived and non deprived children. It was hypothesis that visual literacy skill program will level off the performance of both deprived and non deprived children. As the duration of visual literacy skill program increase it will result in better performance of pictorial perception and visual literacy. The findings of the study have revealed that by enriching the exposure of deprived children with visual literacy skill program one can enhance their performance to the level of non deprived children. An effort has also been made to address the issues related to the development of simulation program on visual literacy.
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48

Valachová, Daniela. "Integrating Visual Literacy in Art Education." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 22, no. 3 (2023): 9–13. http://dx.doi.org/10.54937/ssf.2023.22.3.9-13.

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The article deals with the topic of literacy and visual literacy in the context of theoretical anchoring and characteristics. We adhere to generally accepted definitions of literacy and further develop our theory at the level of visual literacy as a new, contemporary concept of visual arts education at the present times.
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49

Lopatovska, Irene, Sarah Hatoum, Saebra Waterstraut, Lisa Novak, and Sara Sheer. "Not just a pretty picture: visual literacy education through art for young children." Journal of Documentation 72, no. 6 (October 10, 2016): 1197–227. http://dx.doi.org/10.1108/jd-02-2016-0017.

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Purpose The purpose of this paper is to understand young children’s knowledge of visual literacy elements as well as their ability to comprehend newly introduced visual literacy concepts. The study also examined existing support for visual literacy programs from parents and educators. Design/methodology/approach The study explored the knowledge of basic visual literacy elements of young children enrolled in two private schools in the New York City metropolitan area. The authors interviewed 17 children, aged four to six years old, about fine art paintings using a semi-structured interview format. Children’s responses were qualitatively analyzed to determine their initial level of visual literacy and their ability to learn and retain the concepts of visual literacy after receiving basic instruction. The children’s educators and parents completed online questionnaires that were quantitatively analyzed to determine their level of support for visual literacy programs. Findings The findings show that young children exhibited extensive knowledge of simple visual literacy elements (color, shape, line), and limited understanding of more abstract elements (perspective and salience). Children’s knowledge of visual elements improved after instruction. Parents and educators expressed support for incorporating visual literacy instruction in early childhood education. Research limitations/implications The study relied on a sample of children and adults drawn from two private schools. The sample’s demographics might have affected study findings. More studies are needed using a larger and more diverse sample. Practical implications The study suggests that young children are ready to receive instruction on visual literacy elements using art images. Children reacted positively to the images and were engaged in the discussions about them, supporting the use of fine art paintings as an instrument to introduce visual literacy concepts to young children. Survey of children’s parents and teachers indicated strong interest in, and support for such programs. Social implications With the increase of visual information production and consumption, it is important to introduce visual literacy early in life. The study advances research in methods for developing visual literacy instruction for young children. Originality/value There are no previously reported studies that have examined pre-kindergarten children’s knowledge of basic visual literacy elements and reactions to visual literacy instruction.
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Khamadi, Khamadi, and Agus Setiawan. "LITERASI VISUAL DALAM PROSES BERKARYA MAHASISWA DESAIN." Desain Komunikasi Visual, Manajemen Desain dan Periklanan (Demandia) 5, no. 2 (September 14, 2020): 166. http://dx.doi.org/10.25124/demandia.v5i2.1999.

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Abstrak: Kemampuan literasi visual mahasiswa desain yang kurang menjadikan karya yang dihasilkan kurang komunikatif. Mahasiswa cenderung mengejar sisi teknis dan estetis dalam proses kreasi visualnya dan cenderung kurang menguasai konsep komunikasi pesan yang ingin disampaikan. Hal ini terjadi akibat karena kurangnya pemahaman terhadap proses literasi visual. Melalui model literasi visual oleh Hattwigg, dkk yang membagi literasi visual dalam tujuh komponen kemampuan literasi, fenomena literasi visual mahasiswa desain saat ini akan dianalisis untuk mendapatkan gambaran dan strategi penguatan kemampuan literasi visual selanjutnya. Sebagai hasilnya, mahasiswa desain masih kesulitan dalam menelusuri informasi visual dan menggunakan image visual yang ada dalam menghasilkan karya visual yang bermakna. Kata Kunci: Desain, Kreasi Visual, Literasi Visual Abstract: The lack of visual literacy skills of design students makes the resulting work less communicative. Students tend to pursue the technical and aesthetic side in the process of visual creation and tend to lack the mastery of the concept of communication of the message to be conveyed. This happens due to a lack of understanding of the visual literacy process. Through the visual literacy model by Hattwigg, et al., Who shares visual literacy in seven components of literacy ability, the phenomenon of visual literacy of current design students will be analyzed to obtain an overview and strategy for strengthening visual literacy skills further. As a result, design students still have difficulties in tracing visual information and using existing visual images in producing meaningful visual works. Keywords: Design, Visual Creation, Visual Literacy
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