Though the road is uphill for scholarship, teaching beyond text is well within reach for departments, programs and individual instructors. In this special issue of Education for Information, authors are asked to explore the possibilities beyond text-based teaching in information studies education, building on a previous special issue on innovative pedagogies (volume 32, issue 1). With the papers in this issue, a return to learning and teaching is seen with many of those tried-and-true methods--storytelling, drawing, exhibition, kinesthetics and community. This special issue opens with two short works describing teaching practice. In "Storytelling," McDowell discusses storytelling as a form of pedagogy. In particular, she details her MLIS course on Storytelling, which she has developed over the past 11 years. In "Writing without Words," Stoerger illustrates how her information technology students created infographics to express scholarly research and learning. Their work process involved analyzing and synthesizing complex information about a given topic in order to create a unique digital artifact, which could then be used as a portfolio piece. The issue continues with two full papers that present two different approaches to using a draw-and-write technique to teach conceptual and theoretical topics. In the next paper, "Holistic Competency Development and the Significance of Learning Domains in Audiovisual Archiving Education," Gracy discusses audiovisual archiving education and the as-yet missed opportunity for psychomotor teaching and learning in that domain. This collection of papers serves as an inspiring entrée to non-text-based instruction in the field.