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OverviewWhat does it mean to be visually literate? Does it mean different things in the arts and the sciences? Or in the developed West and in Asia or in developing nations? If we all need to become 'visually literate,' what does that mean in practical terms? This groundbreaking collection brings together the work of major visual studies critics including W.J.T. Mitchell, Barbara Stafford, Jonathan Crary, and James Elkins to explore what impact the new concept of 'visual literacy' will have on the traditional field of art history. Full Product DetailsAuthor: James Elkins (Art Institute of Chicago, USA)Publisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.20cm , Height: 1.80cm , Length: 22.90cm Weight: 0.430kg ISBN: 9780415958103ISBN 10: 0415958105 Pages: 232 Publication Date: 18 October 2007 Audience: General/trade , College/higher education , General , Tertiary & Higher Education Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsIntroduction: The Concept of Visual Literacy, and Its Limitations, James Elkins 1. Visual Literacy, W.J.T. Mitchell 2. The Remaining 10%: The Role of Sensory Knowledge in the Age of the Self-Organizing Brain, Barbara Stafford 3. Nineteenth-Century Visual Incapacities, Jonathan Crary 4. From Visual Literacy to Image Competence, Jon Simons 5. The Visual Complex: Mapping Some Interdisciplinary Dimensions Of Visual Literacy, Peter Dallow 6. Visual Literacy in North American Secondary Schools, Susan Shifrin 7. Philosophical Bases for Visual Multiculturalism at the College Level, William Washabaugh 8. Bridging the Gap Between Clinical and Patient-Provided Images, Henrik Enquist 9. Visual Literacy in Action: Law in the Age of Images, Richard Sherwin 10. The Image as Cultural Technology, Matthias Bruhn and Vera Dünkel Afterword, Christopher CrouchReviews<p> Visual Literacy brings intellectual rigor to a concept that often passes as an unexamined clich . This collection of essays explores how well the metaphor of reading elucidates the viewing and interpretation of images, whether artistic, political, or scientific. The volume will find its place on the bookshelves of both serious scholars of vision and instructors who rise to the challenge of integrating diverse visual artifacts into the undergraduate curriculum. James D. Herbert, University of California, Irvine<p> Given that much university education is dominantly and sometimes entirely text-based, the central issue of whether there can and ought to be a stronger emphasis on the visual is a valuable, challenging, perhaps even threatening one, for denizens of academia. --Margaret Woodward, Eureka Street Visual Literacy brings intellectual rigor to a concept that often passes as an unexamined clich . This collection of essays explores how well the metaphor of reading elucidates the viewing and interpretation of images, whether artistic, political, or scientific. The volume will find its place on the bookshelves of both serious scholars of vision and instructors who rise to the challenge of integrating diverse visual artifacts into the undergraduate curriculum. James D. Herbert, University of California, Irvine Given that much university education is dominantly and sometimes entirely text-based, the central issue of whether there can and ought to be a stronger emphasis on the visual is a valuable, challenging, perhaps even threatening one, for denizens of academia. --Margaret Woodward, Eureka Street Visual Literacy brings intellectual rigor to a concept that often passes as an unexamined cliche. This collection of essays explores how well the metaphor of 'reading' elucidates the viewing and interpretation of images, whether artistic, political, or scientific. The volume will find its place on the bookshelves of both serious scholars of vision and instructors who rise to the challenge of integrating diverse visual artifacts into the undergraduate curriculum. -James D. Herbert, University of California, Irvine Given that much university education is dominantly and sometimes entirely text-based, the central issue of whether there can and ought to be a stronger emphasis on the visual is a valuable, challenging, perhaps even threatening one, for denizens of academia. --Margaret Woodward, Eureka Street <p> Visual Literacy brings intellectual rigor to a concept that often passes as an unexamined clich?. This collection of essays explores how well the metaphor of ?reading? elucidates the viewing and interpretation of images, whether artistic, political, or scientific. The volume will find its place on the bookshelves of both serious scholars of vision and instructors who rise to the challenge of integrating diverse visual artifacts into the undergraduate curriculum. ?James D. Herbert, University of California, Irvine<p> Given that much university education is dominantly and sometimes entirely text-based, the central issue of whether there can and ought to be a stronger emphasis on the visual is a valuable, challenging, perhaps even threatening one, for denizens of academia. --Margaret Woodward, Eureka Street Visual Literacy brings intellectual rigor to a concept that often passes as an unexamined cliche. This collection of essays explores how well the metaphor of 'reading' elucidates the viewing and interpretation of images, whether artistic, political, or scientific. The volume will find its place on the bookshelves of both serious scholars of vision and instructors who rise to the challenge of integrating diverse visual artifacts into the undergraduate curriculum. -James D. Herbert, University of California, Irvine Given that much university education is dominantly and sometimes entirely text-based, the central issue of whether there can and ought to be a stronger emphasis on the visual is a valuable, challenging, perhaps even threatening one, for denizens of academia. --Margaret Woodward, Eureka Street Author InformationJames Elkins is E.C. Chadbourne Chair in the Department of Art History, Theory, and Criticism at the School of the Art Institute of Chicago. He is the author of Pictures and Tears, How to Use Your Eyes, and What Painting Is and, most recently, The Strange Place of Religion in Contemporary Art and Master Narratives and Their Discontents, all published by Routledge. Tab Content 6Author Website:Countries AvailableAll regions |
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