ICT Literacy in Visual Arts


Compiled by Dr. Lesley Farmer, California State University Long Beach



  • Key terms: art, fine arts, visual arts, art education, specific media, genres, applications (e.g., business)
  • Arts / several terms: Architecture, Art Education, Art History, Ceramics, Design, Drawing and Painting, Fiber, Graphic Design, Metal and Jewelry, Photography, Printmaking, SculptureArts / Fine Arts
  • Mathematics and Statistics / Mathematics / General and Liberal Arts Math / Mathematics in Art and Music
  • Education/ TeacherEd/ Teaching Methods/ ArtsHumanities/ History/ Topical/ Art History
  • Humanities/ Jewish Studies/ Jewish Culture/ Modern Jewish Art and Literature
  • Mathematics and Statistics/ Mathematics/ General and Liberal Arts Math/ Mathematics in Art and Music
  • Academic Support Services/ ePortfolios/ Learning-centered ePortfolios/ Arts
  • Academic Support Services/ Virtual Environments/ Disciplinary Content/ Arts
  • Academic Support Services/ ICT literacy
  • Academic Support Services/Library and Information Services 




  • The internationally recognized WorldImages database provides access to the California State University IMAGE Project. It has just been selected by the Library of Congress for inclusion in its historic collection of Internet materials. It contains approximately 100,000 images, is global in coverage and includes all areas of visual imagery.
  • Alam, S., Totok, S. F., & Jazuli, M. (2020, June). The role of information technology in the development of visual culture art education. In International conference on science and education and technology (ISET 2019) (pp. 624-628). Atlantis Press.
  • Appleton, L., Grandal Montero, G., & Jones, A. (2017). Creative approaches to information literacy for creative arts students. Communications in Information Literacy, 11(1), 147–167.
  • Carter, S., Koopmans, H., & Whiteside, A. (2018). Crossing the studio art threshold: Information literacy and creative populations. Communications in Information Literacy, 12(1).
  • Culpan, A. (2012). Influences on preservice teachers’ attitudes to ICT integration in and through visual arts education: A search for a creative synthesis, Doctoral dissertation, RMIT University. 
  • Dowling, A., Wright, K., & Bailey, K. (2018). Academic collaboration for experiential learning: Perspectives on using archival collections and information literacy in history education. College & Research Libraries News, 79(6), 323. doi:
  • Dreamson, N. (2017). Online collaboration in design education: An experiment in real-time manipulation of prototypes and communication. International Journal of Art & Design Education, 36(2), 188–199.
  • Farmer, L. S. J. (2015). Information architecture and the comic arts: Knowledge structure and access. Journal of Visual Literacy, 34(2), 23–49.
  • Garcia, L., & Labatte, J. (2015). Threshold concepts as metaphors for the creative process: Adapting the framework for information literacy to studio art classes. Art Documentation, 34(2), 235-248.
  • Gilchrist, S. B. (2016). Rediscovering Renaissance research: Information literacy strategies for success. Portal: Libraries and the Academy, 16(1), 33–45.
  • Greer, K. (2015). Connecting inspiration with information: Studio art students and information literacy instruction. Communications in Information Literacy, 9(1), 83-94.[]=v9i1p83&path[]=208
  • Hains-Wesson, R. (2012). Inspiring connections: The student experience of an online creative arts journal. Issues in Educational Research, 22(3), 263-282.
  • Jenangir, R., & Madyun, N. (2016). In production: Using iPads to tell stories through documentary film. International HETL Review, Volume 6, Article 4,
  • Klumpp, K. (2014). Curating the learning in the visual arts-the academic and library partnership. Paper presented at the ARLIS/ANZ Conference, Auckland, NZ, Oct. 15-17.
  • Lehman, B. (2015). Visual literacy and education: Seeing the world meets critical thinking. Master’s thesis, University of California Los Angeles.
  • Lamb, E. (2015). Best practices for career preparation in four undergraduate art programs Doctoral dissertation, Teachers College, Columbia University.
  • Lin, Y. J. (2016). Designing with information and communications technology for event potentials in an art museum context. (Doctoral dissertation).
  • McMaster, S. (2015). Visualizing research: Crowd sourcing technology for global understanding. Visual Methodologies, 3(1), 18-34.
  • Meeks, A., Garcia, L., Peterson, A., & Vincent, A. (2017). CREATE: Adapting the Framework to Studio Art disciplines. College & Research Libraries News, 78(10), 554. doi:
  • Osorio, E. R. (2015). Shifting Paradigms: The Technology-Infused Visual Arts Curriculum. Doctoral dissertation, University of Toronto. 201506_MT_MTRP.pdf
  • Parton, A., Newton, D., & Newton, L. (2017). The implementation of object-centred learning through the visual arts: Engaging students in creative, problem-based learning. International Journal of Education through Art, 13(2), 147–162.
  • Pease, L. (2015). A new learning commons connection with art students and their faculty. College & Undergraduate Libraries, 22(1), 107-116. DOI: 10.1080/10691316.2015.1001247
  •  Pettersson, R. (2014). Information design theories. Journal of Visual Literacy, 33(1), 1-94.
  • Pardieck, S., McMullen, D. & Cantu, D. (2016). Application of online learning with Library of Congress digital primary sources: Creating a museum curator project. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (pp. 12-16). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). 
  • Portnova, T. (2019). Information technologies in art monuments educational management and the new cultural environment for art historian. TEM Journal, 8(1), 189–194.

    Ramlia, H., Saidb, T. S., Bin, M. N., Hazmanc, S. N. A. M., & Hussine, R. (2019). The development and evaluation of an interactive multimedia module for the topic of art elements of the visual art education subject. Development, 10(6).

  • Slania, H. (2018). Art matters redesign. Baltimore, MD: Maryland Institute College of Art.
  • Wang, T. W. (2017). Open art education: Analysis of visual art teaching and learning websites. Visual Inquiry, 6(3), 321-333.
  •  Xu, L., & Gil, N. (2017). Librarians as co-teachers and curators: Integrating information literacy in a studio art course at a liberal arts college. Art Documentation: Journal of the Art Libraries Society of North America, 36(1), 122—136.
  • Zhao, P. (2017). Reflecting arts education with Information Communication Technologies from Finland to China: Policy analysis and digital literacy analysis of arts teachers’ use of ICTs.

  • Ask students to create a timeline of an artistic concept (e.g., realism, perspective). 
  • Ask students to compare traditional art motifs around the world. Ask them to research how those motifs have been adapted by artists (e.g., Chagall, Picasso). 
  • Ask students to trace the history of commercial art (e.g., logos, posters). 
  • Ask students to analyze the impact of visual-based propaganda. 
  • Ask students to analyze advertisements in terms of artistic principles, and how they influence the viewer. 
  • Ask students to research basic art principles in different cultures. 
  • Ask students to research cultural connotations of different colors (e.g., white and black as connotative of death, yellow linked with cowardice or royalty). 
  • Ask students to research traditional art techniques in different cultures (e.g., raku, batik). 
  • Ask students to make a sociogram (or web map) of artists, showing individuals; impact on others. 
  • Ask students to research the art sector relative to possible gendered roles; ask them to note changes over time. 
  • Ask students to critique art throughout history in terms of body image. 
  • Ask students to compare different approaches to art education and training (e.g., atelier method, copying great works, discipline based art education). 
  • Ask students to research art education for individuals with special needs. 
  • Ask students to role-play the use of art in therapy. 
  • Ask students to research intellectual property law (both copyright and patents/trademarks) as it applies to art. 
  • Ask students to interview personnel in different jobs within the art sector.
  •  Ask students to trace the career ladder of people in the art sector. 
  • Ask students to research an advertising agency, art gallery, or art museum in terms of history, economics, genres, human resources, production, and marketing. Ask students to compare their findings within and across these groups. 
  • Ask students to research the creation, production, manufacturing, marketing, dissemination, and sales of a photograph a painting (including reproductions). Ask them to make a flowchart of that process. Ask them to calculate the total cost involved in the process (including supplies). 
  • Ask students to research the same topic in two database aggregators (e.g., Art Index, Bibliography of the History of Art, Oxford Art Online), and compare the process and results. Ask students to research the impact of technology on art. 
  • Ask students to use drawing or image editing software to make variations of a design. 
  • Ask students to create an infographic about art. 
  • Ask students to create a virtual museum exhibit about an aspect of art. 
  • Ask students to locate and critique the representation of artists in movies (e.g., see
  • Ask students to investigate the history of art using primary sources (e.g., the Library of Congress’s American Memory collections:
  • Ask students to visualize the history of an art tool or technique (e.g., paint, lithography). 
  • Ask students to research the mathematics of art, and create an eportfolio of examples. 
  • Ask students to research the environmental impact of art (e.g., paint, canvas). 
  • Ask students to compare different interpretations of the same subject matter (e.g., Olympia, Pieta).