ABSTRACT
Forgoing a formal introduction, Chapter 1 serves as both an introduction and invitation into the conceptual mattering of this book. Insights into the author’s personal experiences as an artist, researcher, and teacher and the critical role of visual knowing is shared as the reader follows her educational journey. Drawing attention to the marginalization of visual literacy within academe, the author challenges the notion that verbal and numerical texts hold more validity in research than visual texts; verbal and visual narratives work together evidencing their ability to tell a more complete story.
