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Visual Literacy (redirected from Visual Literacy‎)

Page history last edited by Prisca 13 years, 6 months ago

(WORK IN PROGRESS)

 

Area of Interest


Making a case for visual literacy across the curriculum: Current use of technology and its relationship with visual literacy, as well as its impact on children's literature.

 

Overview

There are many interests subsumed under the concept of "visual literacy", making it difficult to define, despite the commonplace understanding that it is the ability to make sense of visual symbols. Though it sounds commonplace, it is a complex process where the viewer is learning to “read” visual messages by recognizing the basic “language” used in each media form, being able to judge the credibility and accuracy of the information presented, evaluating author’s intent and meaning, and appreciating the techniques used to persuade and convey emotion (Scheibe, 2004, p. 62). It is a realm that goes beyond the simple “this is what is happening in the picture” to a more thorough understanding that visual images are created and used purposefully and present different points of view, not an absolute version of reality. In addition, visual literacy is not about passive reception. It also involves creativity, construction, manipulation, and an ability to communicate.

 

Pilot Study

 

Research Questions:

•    When technology is available and in use in the classroom, do teachers intuitively initiate visual literacy practices?
•    What does the presence or lack of visual literacy in lesson planning tell us about current teaching practices that integrate technology?

Purpose:

To examine archival materials, specifically lesson plans, collected from a 2008-2009 large scale technology initiative to determine if visual literacy practices have been initiated intuitively by K-12 educators through the use of technology. This study will add to the understanding of visual literacy and its presence or absence in K-12 teaching practices. The findings can also promote discussions related to explicitly setting visual literacy parameters and goals across the curriculum.

 

Notable People

 

VISUAL LITERACY / TECHNOLOGY   LITERACY / TECHNOLOGY
  

Kristie S. Fleckenstein

"Imageword": Fleckenstein argues that imagery is inextricable from the linguistic manifestation of meaning. It offers a "double vision" of writing-reading based on fusion of image and word, which should inform and transform our teaching practices.

  

Deborah Brandt

 

Brandt, Deborah. (2001). Literacy in American lives. Cambridge University Press.
 

 

James Gee

Argues that we should consider literacy in broader terms that simply reading and writing. Literacies, including "visual literacy", are multiple and connected to social practices we can think of in terms of semiotic domains.

  

 

Eliza Dresang

Radical Change: She challenges the expectations of predictable linear text and argues that at least three radical changes have continued to take root in children's and young adult literature: connectivity, interactivity, and access.
 

 

John A. Hortin

  

Deborah Hicks

Hicks, D. (2002). Reading lives: Working-class children and literacy learning. New York: Teachers College Press.
 

 

Gunther Kress

He is a professor of Education/English at the University of London. He is interested in the interrelations of writing, image, speech, and music, and their effects on forms of learning and knowing.

Reading Images: Multimodality, Representation, and New Media

Victoria Purcell-Gates

Purcell-Gates, Victoria. (1995). Other people’s words. Harvard University Press.

 

Allan Paivio

Known for his Dual Coding Theory (DCT), which focuses primarily on memory,  where he argues that linguistic manifestation of meaning and image systems are correlated. There are three types of processing: representational, referential, and associative.

    
 
  
    
       
       
 
  
    
 
  
    
       
   
    
   
    

 

More Notable People

Dennis M. Adams

Roberts A. Braden

Judy Clark Baca

John Debes

Francis Dwyer

Mary Hamm

Allan Luke

Rune Pettersson

 

Definitions of Visual Literacy

 

  • "...the ability to understand and use images, including the ability to think, learn, and express oneself in terms of images (Braden and Hortin, 1982, p.41)
  • "Visual literacy? It is the participation and immersion in communication via electronic technology (Turned, 1976, p.47)
  • A tentative definition by John Debes: "...a group of vision competencies a human being can develop by seeing and at the same time having and integrating other sensory experiences. The development of these competencies is fundamental to normal human learning. When developed, they enable a visually literate person to discriminate and interpret the visible actions, objects, and symbols, natural or man-made, that he encounters in his environment. Through the creative use of these competencies, he is able to communicate with others. Through the appreciative use of these competencies, he is able to comprehend and enjoy the masterworks of visual communications (1970, p.14).
  • "Visual literacy is the ability to 'read' and understand the visual messages created by others and the ability to 'write' in this visual language by creating visual or visual/verbal communications for others" (Sucy, 1985, p. 149).
  • "Visual literacy is the active reconstruction of past visual experience with incoming visual messages to obtain meaning" (Sinatra, 1986, p. 5).
  • "...the creation and use by students, teachers, and designers of visual communicative activities, devices, and systems essential to the teaching-learning process" (Lamberski, 1976, p.1)
  • "...a group of skills which enables an individual to understand and use visuals for intentionally communicating with others (Ausburn and Ausburn, 1978, p.291). 

 

Theories/Concepts

 

 

21st Century Enlightenment...

(RSA - Royal Society for the encouragement of Arts, Manufactures and Commerce) 

YouTube plugin error  
Activity Theory
Social Constructionism
Humanism
Constructivism
Critical Theory
Progressivism
Dual Coding Theory
 
Social Learning
Zone of proximal development
Critical thinking
Imageword
Double Mapping

 

 

Organizations / Online Resources

 

International Visual Literacy Organization

Association for Educational Communications and Technology

Ning: The Visual Teaching Network

 

Journals

 

Journal of Visual Literacy (formerly titled: Journal of Visual Verbal Languaging)

International Journal of Instructional Media

E-Journal : Image & Narrative

Literature

 

Adams, D. & Hamm, M., (2001). Literacy in a multimedia age. Norwood, Massachusetts: Christopher-Gordon Publishers.

Allen, K. & Ingulsrud, J.E., (2005).Reading manga: Patterns of personal literacies among adolescents. Language and Education, 19(4), 265-280.

Allen, K., & Ingulsrud, J.E. (2003). Manga literacy: popular culture and the reading habits of Japanese college students. Journal of Adolescent & Adult Literacy, 46(8), 674-683.

Anderson, E. (2003). Design drawing: a means toward visual literacy and the exploration of ideas in the classroom. The Technology Teacher, 63(2), 15-17.

Cha, K.M. (2005). Sports manga gets in the game. Publishers Weekly, 25-26.

Cuchinotta, C. (2005).The otaku's view on manga. Young Adult Library Services, Summer, 17.

Edmunds, K., & Bauserman, K., (2006).What teachers can learn about reading motivation through conversations with children. The Reading Teacher. 59(5), 414-424.

Eichler, K. (2003). Creative communication frames: Discovering similarities between writing and art. Marco Polo Educational Foundation, 9p.

Fleckenstein, K.S. (2003). Embodied Literacies. Carbondale, Ill.: Southern Illinois University Press.

Gorman, M. (2008).Getting graphic! Educational manga?. Library Media Connection, January, 49.

Harris, M. (2005). Contemporary ghost stories: Cyberspace in fiction for children and young adults. Children's Literature in Education, 36(2), 111-128.

Hassett, D. and Curwood, J.S. (2009). Theories and practices of multimodal education: The instructional dynamics of picture books and primary classrooms. The Reading Teacher, 63(4), 270-282.

Ho, J.D. (2007). Gender alchemy: The transformative power of manga. The Horn Book Magazine, September/October, 505-512.

Housen, A. (2007). Art viewing and aesthetic development: Designing for the viewer. From Periphery to Center: Art Museum Education in the 21st Century, edited . 12-18.

Jones-Kavalier, B.R., & Flannigan, S.L. (2008). Connecting the digital dots: literacy of the 21st century. Teacher Librarian, 35(3), 13-16.

Krug, D.H. (2004). Leadership and research: reimaging electronic technologies for supporting learning through visual arts. Studies in Art Education: A Journal of Issues and Research, 46(1), 3-5.

Luce-Kapler, R. (2007). Radical change and wikis: teaching new literacies. Journal of Adolescent & Adult Literacy, 51(3), 214-223.

Metros, S.E. (2008). The Educator's role in preparing visually literate learners. Theory Into Practice, 47(2), 102-109.

Monseau, V.R. & Salvner, M, eds. (1992). Reading their world: The young adult novel in the classroom. New Hampshire: Bonton/Cook Publishers.

McLean, J., Hilliard, V., (2006).The effects of web-based reading curriculum on children's reading performance and motivation. J. Educational Computing Research. 34(4), 353-380.

McVicker, C. (2007). Comic strips as a text structured for learning to read. The Reading Teacher, 61 (1), 5-8.

O'English, L., Matthews, J.G., & Blakesley Lindsay, E. (2006). Graphic novels in academic libraries: From Maus to manga and beyond. The Journal of Academic Librarianship, 32(2), 173-182.

Onderdonk, J. C., Allen, D., & Allen, D. (2009). Technology and learning: reimagining the textbook. Journal of Continuing Higher Education, 57(2), 120-4.

Palazon, M. (2000). The media and transformative learning. Onion Papers, 5p.

Riddle, J. (2006). Bookbinders: Fusing technology, image, and literature. MultiMedia Internet Schools, 13(2), 12-15.

Scheibe, C. (2004).A deeper sense of literacy: Curriculum-driven approaches to media literacy in the K-12 classroom. American Behavioral Scientist. 48, 60-68.

Schwartz, A. & Rubinstein-Avila, E., (2006).Understanding the manga hype: Uncovering the multimodality of comic-book literacies. Journal of Adolescent & Adult Literacy, 50(1), 40-49.

Semali, L. (2007). Ways with visual languages: making the case for critical media literacy. Clearing House, 76(6), 271-277.

Smolin, L.I., & Lawless, K.A. (2003). Becoming literate in the technological age: new responsibilities and tools for teachers. The Reading Teacher, 56(6), 570-577.

Stankiewicz, M.A. (2004). Notions of technology and visual literacy. Studies in Art Education: A Journal of Issues and Research, 46(1), 88-91.

Way, C. (2006). Focus on photography: A curriculum guide. New York: International center of photography.

Wilhelm, L. (2005). Increasing visual literacy skills with digital imagery. T.H.E. Journal, 32(7), 24, 26-7.

Wilson, B. (2003). Of diagrams and rhizomes: Visual culture, contemporary art, and the impossibility of mapping the content of art education. Studies in Art Education: A Journal of Issues and Research, 44(3), 214-229.

Wohlwend, K. (2009).Damsels in discourse: Girls consuming and producing identity texts through Disney princess play. Reading Research Quarterly. 44.1, 57-83.

Hicks, D. (2002). Reading lives: Working-class children and literacy learning. New York: Teachers College Press.

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