Visual Literacy in Primary Science: Exploring Anatomy Cross-Section Production Skills

Are children competent producing anatomy cross-sections? To answer this question, we carried out a case study research aimed at testing graphic production skills in anatomy of nutrition. The graphics produced by 118 children in the final year of primary education were analysed. The children had to draw a diagram of a human cross section, integrating knowledge of anatomy acquired from longitudinal sections.

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“They’re not just for Fridays anymore”: Media literacy, Hollywood, Historical Inquiry, and Hollywood Films

For generations, and perhaps since the inception of the motion picture industry, teachers of history have recognized the utility of incorporating Hollywood, or commercial, film productions into their classrooms as a visual stimulus.

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Visual Literacy: Does It Enhance Leadership Abilities Required for the Twenty-first Century?

The twenty-first century hosts a well-established global economy, where leaders are required to have increasingly complex skills that include creativity, innovation, vision, relatability, critical thinking and well-honed communications methods. The experience gained by learning to be visually literate includes the ability to see, observe, analyze, describe and interpret-leading to honing critical thinking skills, visual communications, problem-solving and the ability to articulate your thoughts both verbally and visually. This qualitative research explores the potential benefits to leaders in being visually literate.

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Visual Language, Visual Literacy: Education a la Modes

I [the author] am writing about visual literacy and visual texts, and in doing so, I will share with you examples of children’s ‘picturebooks’ where alphabetic print is no longer the primary carrier of meaning and where images and print often are symbiotic.

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Visual Approach and Design: The Appropriate Characteristics of Instructional Photos as a Tool to Support Elementary Setting in Kuwait

This study provided a guide for appropriate characteristics of Instructional Photo to be used by teachers, trainers, coaches, instructors, and anyone else who desires to deliver knowledge and present content with visual meaning to elementary students in the state of Kuwait as a teaching style that supports teachers, facilitates clarification, and gets the learners’ attention and motivates them.

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Not Just a Pretty Picture: Visual Literacy Education Through Art for Young Children

The purpose of this paper is to understand young children’s knowledge of visual literacy elements as well as their ability to comprehend newly introduced visual literacy concepts. The study also examined existing support for visual literacy programs from parents and educators. The study explored the knowledge of basic visual literacy elements of young children enrolled in two private schools in the New York City metropolitan area.

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Engaging Young Children in Visual Literacy Instruction

Visual literacy is a critical skill that enables individuals to navigate the world of visual media. While research shows multiple benefits of introducing visual literacy early in life, there is a scarcity of visual literacy programs for young children. In an effort to advance development of visual literacy programs for children, we explored techniques for engaging young children in visual literacy instruction using artworks. Our paper reports preliminary study findings and recommendations and outlines directions for future work.

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A Wordle to the Wise: Using “Word Clouds” Meaningfully in the Classroom

Word clouds, created by a variety of web applications, are enticing new tools for some social studies educators. Teachers should be prepared, though, for the possibility that our zeal for a new resource may prevent us from adequately examining its value. This article recounts a class activity involving the creation of a word cloud, the Wordles of major documents from the U.S. Civil Rights Movement, analyzes the lesson’s strengths and weaknesses, and offers guidance for the meaningful use of word cloud applications in the classroom.

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Visual Literacy (VL) in Teacher Preparation: Measurement to Direction

An abridgment of the dissertation Measuring Visual Literacy Ability in Graduate Level Pre-Service Teachers by Teresa A. Farrell, this quantitative descriptive study was designed to establish a baseline of VL ability within this population using a national pool of graduate level students enrolled in teacher preparation programs. Avgerinou’s (2007) VL Index (modified to an online format) was the instrument used to measure VL ability. Results of this study indicate there may be a need for purposeful VL instruction in teacher preparation programs to better equip teachers in K-12 to be visually literate.

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Using Strategies from Graphic Design to Improve Teaching and Learning

This chapter calls attention to the value of graphic design education in K–12 settings by explaining the history and practice of graphic design, identifying the uses and value of graphic design in education, and sharing a case study of how it can be applied in the classroom. The chapter focuses particularly on the value of constructing meaning with pictures and text, both for teacher use in the classroom and in student picture–text integrated projects. It argues that the visual draft process, which uses pictures and words together, can operate just as powerfully as the writing process to facilitate and demonstrate student learning. This graphic design process gives learners control of their content and liberates them to see different relationships between elements and ideas. At the same time, it frames picture and word relationships as malleable and builds flexible, critical thinking in multiple dimensions.

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Presenting My Selfie to the Digital World: Visual Composition for Better Representation

The intention that motivates an online image’s creation might be ignored by overwhelmed media consumers as images wash over them as they scroll through Facebook, Instagram, Twitter, or Snapchat. Consumers of commercially and personally produced images tend to focus on how those images make them feel as opposed to the narrative or reportorial information embedded in images. Since both “experts” and “novices” create online images, discerning an imagemaker’s level of expertise is difficult, if not impossible, to grasp due to lack of attribution, the availability of sophisticated online photo editing tools, and a steep learning curve among many novice creators. To discourage merely skimming images and to develop greater visual literacy, five principles of visual composition can be applied to access and analyze the intended and unintended denotative and connotative messages embedded in personal or commercial images posted on various social media platforms.

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Kids, Take a Look at This! Visual Literacy Skills in the School Curriculum

Although the paradigm of visual literacy (VL) is rapidly emerging, the construct itself still lacks operational specificity. Based on a semiotic understanding of visual culture as an ongoing process of ‘making meaning’, we present in this study a skill-based classification of VL, differentiating four sets of VL skills: perception; imagination and creation; conceptualization; analysis. A qualitative curriculum analysis based on this framework revealed that curriculum standards for compulsory education in Belgium refer only peripherally to the use of visuals. The attention for VL skills also decreases from secondary education on, especially curriculum standards related to the analysis of images are scarce.

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Imagining a Constructionist Game-based Pedagogical Model: Using Tabletop Role-playing Game Creation to Enhance Literature Education in High School English Classes

In today’s K-12 educational environment with the newly adopted Common Core State Standards (CCSS), improving student literacy as a foundational skill to obtain success in all other subject areas is one of the most important goals. Unfortunately, many literature curricula suffer from a lack of innovative pedagogy despite the introduction of various educational technologies meant to aid student learning. This study focused on developing a new game-based constructionist pedagogical model for literature education using tabletop role-playing game creation. Using Shulman’s (1987) Pedagogical Content Knowledge (PCK) that eventually evolved into Mishra and Kohler’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the main theoretical framework, this design-based research showed how tabletop role-playing game creation as a constructionist pedagogical strategy successfully helped high school students to receive the benefits of high quality literature education.

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Illustrations of Iconic Women in Children’s Book Biographies

The purpose of this study is to examine the illustrations of iconic women in children’s book biographies published in the United States. Part I will discuss the history of juvenile children’s book biographies and identify the gradual growth of illustrated biographies and the emergence of children’s picture book biographies pertaining to women throughout the twentieth century. Part II will present research on the history of four iconic individuals and representations of them in art as a foundation. There will be a discussion of past and contemporary depictions of four iconic women: Joan of Arc, Pocahontas, Harriet Tubman, and Josephine Baker, by various children’s book illustrators in different time periods. This will allow for the comparison and contrast of different approaches of illustration for these women. Through in-depth research and interviews the visual representation of a historical female figure in children’s books will be explored.

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Developing Visual Literacy: Historical and Manipulated Photography in the Social Studies Classroom

The importance of visual literacy development is demonstrated using social studies examples from an innovative, collaborative arts program. Discussion of the Visual Thinking Strategies approach, connections to the Common Core State Standards, prompts for higher-order critical thinking, and the application of historical and social science ideas in the classroom are presented.

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Visual Rhetoric for School Librarians

The role of the school librarian requires mastering numerous dynamic and pliable 21st-century literacies. Of those literacies, visual literacy is sometimes overlooked, yet appear in numerous standards at the state and national levels.

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Visual Literacy: Creating Meaning and Context from Images

The article reports on the adoption of standards for competency in visual literacy by the American Association of College and Research Libraries in 2012 to prepare students in higher education and career guidance. Topics discussed include the analysis and communication of messages, coordination of elements for personal expression and training of students in the examination of images. Also mentioned is the access to the National Archives Tool Box for Primary Sources.

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Visual Skills in the Context of Lifelong Learning

“This article discusses visual literacy in the context of lifelong learning. The knowledge and ability to interpret images is one of the key elements of information literacy. A person is able to effectively communicate with others, to acquire knowledge about the world and create a new reality, thanks to information and visual competence. Therefore, there is a need to define more precisely and standardise the information and visual knowledge and skills to be used in education.”

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Picture This, Imagine That: The Literary and Pedagogic Force of Ekphrastic Principles

“My thesis is comprised of two articles, titled “Interpreting Britomart’s Encounters with Art: The Cyclic Nature of Ekphrasis in Spenser’s Faerie Queene III,” and “Picture This, Imagine That: Teaching Visual Literacy in the Disciplines.” To communicate the urgency of the need for students to enrich proficiency at visual literacy, I provide a literature review that narrates the growing need expressed by visual literacy scholars, composition theorists, visualization theorists and specialists, and the library community for an overarching visual literacy framework that provides scaffolding and common language for students.”

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