Defining 'Imagination Literacy'

I have been trying to define IMAGINATION LITERACY for ages...

Defining Imagination Literacy is complex as the (re)creationary aspects of imagining have obvious theoretical alignments with queer-ing practices, contributing to its resistance to definition! You'll find the odd reference to #imaginationliteracy on podcasts, social media channels and panel discussions with largely similar interpretations. It's a beautifully slippery thing - however, as I am due to submit a design research paper on the topic (tomorrow) I am conceding to an evolving definition. So for those who have been asking, go ahead, you can finally quote the below - just be sure to cite the date, as next year it will no doubt change!

Not to be confused with Futures Literacy, which UNESCO describes as “understanding why and how we use the future to prepare, plan, and interact with the complexity and novelty of our societies”(1).

"Imagination Literacy is the ability to form new ideas, sensations, feelings, thoughts, images or concepts not currently present to the senses. Typically exercised for enjoyment, creativity, critique, hope or survival this often involves the re-reading, re-creating, hacking, de-constucting, re-construction, other-ing of previous and existing experiences into new scenarios and visions as yet not wholly perceived in reality." (Barton, 2024)

I could say so much more, and I am sure that as soon as I hit publish I will wish I did, but for now this it is. It will shift and change, as I engage more with the theory and practice, and as I read, do and learn more.

This is an intentionally short post so anyone who wants to know more, or tell me that I am wrong, do send a message or email.

1 - (https://www.unesco.org/en/futures-literacy).