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Course Outline

Course Name: Visual Literacy (MSFP 108)

Academic Period: 2024 - 2025

Faculty:

Faculty Availability:

Associate Dean:
Nicola Winstanley
nicola.winstanley@humber.ca

Schedule Type Code:

Land Acknowledgement

Humber College is located within the traditional and treaty lands of the Mississaugas of the Credit. Known as Adoobiigok [A-doe-bee-goke], the “Place of the Alders” in Michi Saagiig [Mi-Chee Saw-Geeg] language, the region is uniquely situated along Humber River Watershed, which historically provided an integral connection for Anishinaabe [Ah-nish-nah-bay], Haudenosaunee [Hoeden-no-shownee], and Wendat [Wine-Dot] peoples between the Ontario Lakeshore and the Lake Simcoe/Georgian Bay regions. Now home to people of numerous nations, Adoobiigok continues to provide a vital source of interconnection for all.

Equity, Diversity and Inclusion Statement

Humber College and the University of Guelph-Humber (Humber) are leaders in providing a learning, working and living environment that recognizes and values equity, diversity and inclusion in all its programs and services. Humber commits to reflect the diversity of the communities the College serves. Students, faculty, support and administrative staff feel a sense of belonging and have opportunities to be their authentic selves.

Faculty or Department	Faculty of Media & Creative Arts
Program(s)	Media Foundation (09501)
Course Name:	Visual Literacy (MSFP 108)
Pre-Requisites	none
Co-Requisites	none
Pre-Requisites for	none
Equates	none
Restrictions	Students enrolled in Media Foundation only
Credit Value	4
Total Course Hours	56

	Developed By:	Prepared By:	Approved by:
		Anne Zbitnew	Nicola Winstanley

Humber Learning Outcomes (HLOs) in this course.

The HLOs are a cross-institutional learning outcomes strategy aimed at equipping Humber graduates with the employability skills, mindsets, and values they need to succeed in the future of work. To explore all the HLOs, please consult the Humber Learning Outcomes framework.

Equity, Diversity, Inclusion & Belonging
Critical Thinking
Digital Fluency

Course Description

Visual literacy is the ability to see, to understand, and ultimately to think, create, and communicate visually. This course is designed to provide students with the skills to decode, analyze, comprehend, and construct meaning to images in media and in their world. Students will be encouraged to use images as tools for self-expression and in communication. This course will help provide the knowledge of visuals produced through electronic and other media and the understanding of elements of visual design, technique, accessibility, and media. With individual social geography in mind, students will learn about the emotional and psychological elements of visual images, comprehend abstract and symbolic imagery, and become informed viewers, critics, and consumers.

Course Rationale

Visual literacy is the ability to see, to understand, and ultimately to think, create, and communicate visually. This course is designed to provide students with the skills to decode, analyze, comprehend and construct meaning to images in media and in their world. Students will be encouraged to use images as tools for self-expression and in communication. This course will help provide the knowledge of visuals produced through electronic and other media and the understanding of elements of visual design, technique, and media. With individual social geography in mind, students will learn about the emotional and psychological elements of visual images, comprehend abstract and symbolic imagery, and become informed viewers, critics, and consumers.

Program Outcomes Emphasized in this Course

Media Foundation (09501)

Develop concepts and ideas through ideation processes to form the foundation of creative projects
Employ appropriate media hardware and software applications and techniques to create and edit media content for a wide range of platforms
Create original and accessible photographs, designs, videos and audio files using various tools, techniques and processes
Research using current and relevant strategies to find information inspiration for projects
Analyze visual and written media content in context to determine meaning, effectiveness, audience and purpose
Collaborate within a media team to meet project goals, deadlines, industry standards and professional expectations

Course Learning Method(s)

Collaborative Learning
Project Based Learning
Group or Team Work
Cooperative Learning

Learning Outcomes

Use a DSLR camera to capture images in a variety of locations.
Use image-editing tools to adjust and collage images.
Use Premiere Pro to create a timeline of still images to tell a story.
Reflect on one's learning to develop a critical creative process for visual storytelling.
Explain how visual images create meaning using the vocabulary of visual literacy.
Display professionalism through meeting deadlines and the correct submission of digital files.
Create visual and visual/textual works that demonstrate an understanding of visual literacy theory.
Employ accessibility in all projects and assignments for inclusive and accessible design.
Develop concepts and ideas through ideation processes to form the foundation of creative projects

Assessment Weighting

Assessment	Weight
Creative Work
Assignment 2: Making Accessible Media	20%
Assignment 5: Editing 'Lost'	15%
Assignment 4: Visual Literacy Theory - stop motion	15%
Assignment 3: Theory Scavenger Hunt	15%
Assignment 1: Self Portrait Collage	20%
Midterm Exam
Mid-Term Knowledge Check	15%
Total	100%

Modules of Study

Module	Course Learning Outcomes	Resources	Assessments
Making Accessible Media	Use image-editing tools to adjust and collage images. Reflect on one's learning to develop a critical creative process for visual storytelling. Explain how visual images create meaning using the vocabulary of visual literacy. Display professionalism through meeting deadlines and the correct submission of digital files. Create visual and visual/textual works that demonstrate an understanding of visual literacy theory. Employ accessibility in all projects and assignments for inclusive and accessible design.	Instructor materials Blackboard	Assignment 2: Making Accessible Media
Interpreting Images	Use image-editing tools to adjust and collage images. Reflect on one's learning to develop a critical creative process for visual storytelling. Explain how visual images create meaning using the vocabulary of visual literacy. Display professionalism through meeting deadlines and the correct submission of digital files. Create visual and visual/textual works that demonstrate an understanding of visual literacy theory. Employ accessibility in all projects and assignments for inclusive and accessible design.	Instructor materials Blackboard	Mid-Term Knowledge Check Assignment 1: Self Portrait Collage
Social Images and Theories	Use a DSLR camera to capture images in a variety of locations. Reflect on one's learning to develop a critical creative process for visual storytelling. Explain how visual images create meaning using the vocabulary of visual literacy. Display professionalism through meeting deadlines and the correct submission of digital files. Create visual and visual/textual works that demonstrate an understanding of visual literacy theory. Employ accessibility in all projects and assignments for inclusive and accessible design.	Instructor materials Blackboard	Assignment 3: Theory Scavenger Hunt
Editing Words and Images	Use a DSLR camera to capture images in a variety of locations. Use image-editing tools to adjust and collage images. Use Premiere Pro to create a timeline of still images to tell a story. Reflect on one's learning to develop a critical creative process for visual storytelling. Explain how visual images create meaning using the vocabulary of visual literacy. Display professionalism through meeting deadlines and the correct submission of digital files. Create visual and visual/textual works that demonstrate an understanding of visual literacy theory. Employ accessibility in all projects and assignments for inclusive and accessible design. Develop concepts and ideas through ideation processes to form the foundation of creative projects	Blackboard Instructor materials	Assignment 5: Editing 'Lost' Assignment 4: Visual Literacy Theory - stop motion

Additional Tools and Equipment

DSLR camera (may be borrowed from Humber)
External Hard Drive
USB
SD card
Smartphone
Adobe Creative Cloud (Photoshop and Premiere Pro)

Essential Skills

Section	Skills	Measurement	Details
Communication	Writing Speaking Listening Presenting Visual Literacy	Teach and measure	Demonstrations, lectures and discussions through in class exercises, assignments. Application of a systematic approach to solve problems. Project-based evaluations include assessments of the student's ability to identify and generate visual content embodying key contemporary visual literacy concepts. Peer and instructor evaluations through constructive feedback and application of skills acquired. Ability to use a variety of thinking skills to anticipate and solve problems.
Critical Thinking and Problem-Solving	Analysing Synthesizing Evaluating Decision-Making Creative and Innovative Thinking	Teach and measure	Demonstrations, lectures and through in class exercises, assignments. Application of a systematic approach to solve problems. Project-based evaluations include assessments of the student's ability to identify and generate visual content embodying key contemporary visual literacy concepts. Peer and instructor evaluations through constructive feedback and application of skills acquired. Ability to use a variety of thinking skills to anticipate and solve problems.
Interpersonal Skills	Teamwork Relationship management Conflict resolution Leadership	Teach and measure	Group Work, peer led critiques, discussions in class to show respect for the diverse opinions, values, belief systems and contributions of others. Presentations, interactions with others in groups or teams in ways that contribute to the effect of working relationships and the achievement of set goals. Incorporation of ASL interpreters and specific accommodations where needed.
Information Management	Gathering and managing information Selecting and using appropriate tools and technology for a task or project Computer literacy Internet skills	Teach and measure	Image documentation and online submission of assignments/portfolio materials will be instructed; all major course assignments must be well documented and submitted to the online learning platform in order to be evaluated. All major assignments include an assessment for the correct submission of artwork documentation.
Personal Skills	Managing self Managing change and being flexible and adaptable Engaging in reflective practice Demonstrating personal responsibility	Teach and measure	Students will be taught on how to manage time and other resources to complete projects in time for evaluations. Students will be evaluated on participation class discussions, students are to take responsibility for one's actions, decisions and consequences. ASL interpreters and other alternative formats can be used as needed through accommodation.

Prior Learning Assessment & Recognition (PLAR)

Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit-granting process whereby candidates may obtain credits for prior learning. Prior learning includes the knowledge competencies and skills acquired, in both formal and informal ways, outside of post-secondary education. Candidates may have their knowledge, skills and competencies evaluated against the learning outcomes as defined in the course outline. Please review the Assessment Methods Glossary for more information on the Learning Portfolio assessment methods identified below.

The method(s) that are used to assess prior learning for this course may include:

Challenge Exam (results recorded as a % grade and added to student’s CGPA)
Learning Portfolio (results reflected as SAT and not added to student’s CGPA)
Learning statement
Collection of work
Interview

Please contact the Program Coordinator for more details.

Academic Regulations

It is the student's responsibility to be aware of the College Academic Regulations. The Academic Regulations apply to all applicants to Humber and all current students enrolled in any program or course offered by Humber, in any location. Information about academic appeals is found in the Academic Regulations.

Anti-Discrimination Statement

At Humber College, all forms of discrimination and harassment are prohibited. Students and employees have the right to study, live and work in an environment that is free from discrimination and harassment. If you need assistance on concerns related to discrimination and harassment, please contact the Centre for Human Rights, Equity and Inclusion or the Office of Student Conduct.

Accessible Learning Services

Humber strives to create a welcoming environment for all students where equity, diversity and inclusion are paramount. Accessible Learning Services facilitates equal access for students with disabilities by coordinating academic accommodations and services. Staff in Accessible Learning Services are available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations. If you require academic accommodations, contact:

Accessible Learning Services

North Campus: (416) 675-6622 X5090

Lakeshore Campus: (416) 675-6622 X3331

Academic Integrity

Academic integrity is essentially honesty in all academic endeavors. Academic integrity requires that students avoid all forms of academic misconduct or dishonesty, including plagiarism, cheating on tests or exams or any misrepresentation of academic accomplishment.

Disclaimer

While every effort is made by the professor/faculty to cover all material listed in the outline, the order, content, and/or evaluation may change in the event of special circumstances (e.g. time constraints due to inclement weather, sickness, college closure, technology/equipment problems or changes, etc.). In any such case, students will be given appropriate notification in writing, with approval from the Senior Dean (or designate) of the Faculty.

Copyright

Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or distribute his/her work. All members of the Humber community are required to comply with Canadian copyright law which governs the reproduction, use and distribution of copyrighted materials. This means that the copying, use and distribution of copyright- protected materials, regardless of format, is subject to certain limits and restrictions. For example, photocopying or scanning an entire textbook is not allowed, nor is distributing a scanned book.

See the Humber Libraries website for additional information regarding copyright and for details on allowable limits.

Humber College Institute of Technology and Advanced Learning • 2024/2025.