Academic & Scientific Poster Presentation by Nicholas Rowe

Author:Nicholas Rowe
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

The Place of Visual Literacy and Visual Competence

Visual culture has been studied since the 1970s and reflects not only a focus on imagery and what we see but more specifically the way in which the viewer/consumer interacts with it. This in turn creates meanings for their “optical experiences” and “visual practices” (Jay 2002). Especially with developments in digitized production, compilation, and access, we are becoming more and more accustomed to visual imagery as being part of our daily lives. Indeed, the visual aspects of academic and scientific fields are now commonplace, be it in visual learning strategies, data imagery and infographics, text and web illustrations, or the “popularization” of science through media such as TV or the Internet. In short, we expect not only to be “told” through text but also to be “shown” through imagery. As our exposure to these elements increases, there is also an increased expectation to be able to incorporate them into our work and practices. As such, Elkins (2003, p. 126) views that visuality and visual competence will become important inclusions in our university curricula, and some of the psychoanalytic, phenomenological (if not the political) aspects of “seeing” he mentions are indeed highly relevant to the study of poster presentations. However, from a pragmatic perspective, many of those who produce and consume poster presentations already have a certain degree of visual competence, in their ability both to analyze what they see and to compose in a way that conveys their intended meaning. Thus, the visual function of a poster involves combining informative images and informative text for the purposes of stimulation and communication.

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