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Call for Proposals, Unframing the Visual: Visual Literacy Pedagogy in Academic Libraries and Information Spaces

  • 1.  Call for Proposals, Unframing the Visual: Visual Literacy Pedagogy in Academic Libraries and Information Spaces

    Posted Sep 01, 2021 08:50 AM

    We are excited to invite chapter proposals for our forthcoming edited volume, Unframing the Visual: Visual Literacy Pedagogy in Academic Libraries and Information Spaces, which will be published by ACRL Press in 2023. As the first major work on visual literacy pedagogy for academic librarians since the publication of the 2016 Framework for Information Literacy in Higher Education, this work aims to offer innovative ideas about, perspectives on, and approaches to visual literacy instruction across the disciplines in higher education. 

    We are seeking proposals for chapters for each of the book's four thematic sections:

    • Participating in a changing visual information landscape 
    • Perceiving visuals as communicating information 
    • Practicing visual discernment and criticality 
    • Pursuing social justice through visual practice 

    We invite practitioners in academic libraries and information spaces (such as archives, digital scholarship and visualization labs, makerspaces, visual resource centers and image collections, galleries, and museums) who work with visuals to consider submitting a proposal to this volume. In this context, visuals can include but are not limited to charts, drawings, graphs, icons, maps, memes, paintings, photographs, symbols, or other visualizations, as well as multimodal texts with visual elements. Chapters may take a theoretical or practical approach to visual literacy pedagogy and include conceptual discussions, connections to disciplinary perspectives, case studies, activity descriptions, lesson plans, and more. Additional ideas for chapter topics for each thematic section are provided on our website.

    We especially welcome proposals from members of underrepresented groups, including but not limited to: women, people of color, LGBTQ+, ability/disability, and non-binary gender identities--as well as members of underrepresented and/or marginalized groups that don't fit into the categories listed above. 

    Finally, we recognize that the idea of visual literacy pedagogy may not yet resonate with all information professionals or disciplinary teaching partners who work with visuals outside of art, design, and architecture, inside or outside of the classroom. That is why one of our goals for this project is to expand a community of practice around visual literacy in our profession. If you have a potential idea for a chapter but are not sure that it would fit within this volume, please feel free to reach out to the editors at unframingtheviz@gmail.com discuss. 

    Submission Procedure: 

    We invite you to submit a proposal of approximately 500 words on or before October 15, 2021 through our website. Chapters accepted for publication should be between 3,000 and 6,000 words and formatted using Chicago Manual of Style according to ACRL Guidelines. Authors will be responsible for securing permissions for any visuals that appear in their chapters. 

    First drafts of chapters are expected to be submitted by February 1, 2022. All submitted chapters will receive blind peer feedback from another author participating in the volume. 

    Important Dates: 

    • Proposals due via submission form: October 15, 2021
    • Notifications on chapter selection made by editors: November 15, 2021
    • First chapter draft due to editors: February 1, 2022 
    • Editors assign chapters for peer feedback to authors: March 1, 2022
    • Peer feedback due to editors: April 15, 2022
    • Editor feedback sent to authors: June 1, 2022 
    • Final draft due to editors: July 15, 2022


    • Maggie Murphy (lead editor)   
      • Visual Art & Humanities Librarian/Assistant Professor, UNC Greensboro
    • Stephanie Beene (section editor)
      • Fine Arts Librarian for Art, Architecture, and Planning/Assistant Professor, University of New Mexico
    • Katie Greer (section editor)   
      • Fine and Performing Arts Librarian/Associate Professor, Oakland University
    • Sara Schumacher (section editor)
      • Architecture Image Librarian/Assistant Professor, Texas Tech University
    • Dana Statton Thompson (section editor)
      • Research and Instruction Librarian/Associate Professor, Murray State University#

    Stephanie Beene
    Fine Arts Librarian for Art, Architecture and Planning
    University of New Mexico