The purpose of this quantitative, quasi-experimental, exploratory study was to create a metaliteracy course for online Ed.D. students and determine if there was a relationship between the Metacognitive Strategies for Library Research Skills Scale, Metaliteracy Pretest, and Metaliteracy Posttest.
This qualitative study investigated the perspectives of high school photography teachers regarding visual literacy. A qualitative methodology that used a phenomenographic research design was employed to gain understanding about the perspectives of high school photography teachers in their conceptualization, perceptions, and experiences surrounding visual literacy.
Today’s consumers also termed as the “Eye Generation” consume lots of visual data through the net, mobile phones, advertisement, mobile applications and many others. This is because the visuals are considered as a more accessible means of obtaining and communicating messages.
In recent times, the declaration of the prominence of the visual over other channels of communication has been persistent across several disciplines, including film studies, design, sociology, and literacy education (e.g. Bolter, 1991; Fransecky & Debes, 1972; Kress, 2005; Sartori, 1998; Messaris, 2012). It is within this loom of visuality that the concept visual literacy has been woven together throughout the twentieth century and beyond. This dissertation explores the mobilization of this concept through the last century and addresses the implications of its interdisciplinary and polysemic nature. By tracing the evolution of this term, as well as some of its correlates in English, I map the concept of “the visual as a literacy.”
Despite the growing recognition that second language (L2) listening is a skill incorporating the ability to process visual information along with the auditory stimulus, standardized L2 listening assessments have been predominantly operationalizing this language skill as visual-free (Buck, 2001; Kang, Gutierrez Arvizu, Chaipuapae, & Lesnov, 2016). This study has attempted to clarify the nature of the L2 academic listening assessment construct regarding the role of visual information.
Agricultural literacy levels are decreasing during a time of great technological growth in the agriculture industry. Many complex ideas, such as genetically modified foods, are gaining public interest while leading to confusion. The role of agricultural literacy campaigns is to be an educational source for those seeking truthful information about such subjects. Although multiple campaigns exist, society as a whole seems to be struggling with grasping topics like genetic modification. When trying to learn such subjects, a leaner’s cognitive resources can be overwhelmed, thus hindering the learning process. The inclusion of visual aids can prevent this from occurring.
The purpose of this qualitative study was to explore the perceptions of teachers in a suburban private school in Florida serving prekindergarten through Grade 8 regarding the use of graphic novels to increase student motivation to read. The problem was teachers were concerned with students’ inability to complete the required novels, demonstrate comprehension of deep meaning from the text, read silently, and read outside of school. Teachers raised serious concerns about the reading achievement of middle school students. Teachers also noted a frequent mismatch between the preference of the middle school reader and the instructional opportunities provided. The study was designed to help determine how the inclusion of graphic novels could benefit struggling and reluctant readers.
The purpose of this exploratory, sequential, mixed methods design research was to explore current design trends and patterns in mobile application icons by analyzing existing icon elements and principles of design.
All branches of anatomy (gross anatomy, histology, neuroanatomy, and embryology) involve significant amounts of visual identification. Understanding the spatial relationship and visual representations of anatomical structures forms the basis for much of anatomy education, particularly in laboratory courses. Students in these courses frequently struggle with the visual aspects of identification, and many lack the metacognitive awareness to identify this problem. The research presented here details a series of experiments designed to elucidate the factors involved in students’ difficulties with studying the visual aspects of anatomy.
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.
Movies are an authentic and motivating resource for language instruction. They are also often viewed as a pacifier or a piece of candy in the classroom. This capstone aims to address the best practices for incorporating film into the English as a Foreign Language (EFL) classroom in order to teach critical 21st century skills such as visual literacy. A series of content-based lessons have been designed to promote critical thinking skills while simultaneously developing film and media literacy. This five-unit curriculum contains a series of edited film clips, PowerPoint slides, and supporting documents for EFL professionals who are looking to incorporate new literacies into their classrooms.
Images are produced, used and distributed on an enormous scale. However, the skills of understanding, interpreting and using images as well as thinking and learning in terms of images are taken for granted, and thus, they are not sufficiently taught and developed, especially in higher education. The need for introducing visual literacy into the curriculum was identified in late 1960s, but no concrete guidelines have followed. This study proposes to apply interpretation of journalistic photographs as an instrument of visual literacy education. The main focus is on the image interpretation process and the kinds of meanings viewers apply to a photograph in the interpretation process. In each of the four articles included in this study, a model or approach to photography interpretation is proposed.
This research investigates how well video digital libraries and catalogues used in academic libraries meet user expectations. This is in the context of increasing use and demand for online audiovisual content by the wider community, as well as growing use of audiovisual materials for teaching, learning, and research at academic institutions. It also aims to give an understanding of how well libraries are meeting the challenges of delivering audiovisual materials to users in an on-demand world.
In our media-driven age visuals are increasingly frequent and prominently present in society and their importance and influence across academic disciplines is growing. This makes it essential to enable learners to become visually literate and justifies the need for teaching visual literacy competencies. Yet, there has been little research on visual literacy practices undertaken across academic subjects and institutions in higher education. Moreover, the key challenges and factors of success for achieving visual literacy education haven’t been studied to date. Accordingly, this research aimed to elucidate the issues most relevant to visual literacy and to identify practices undertaken by universities/ faculties and academic libraries. Explorative and descriptive research was conducted using literature analysis and an online questionnaire distributed to an international group of visual literacy practitioners.
The abundance and complexity of information now being delivered visually demands that we become visually literate, as well as verbally literate. We need to understand better a process we have taken for granted. In an age increasingly dominated by images – a media culture, it becomes imperative to develop an understanding of how our visual processing system works; how visual cognition is shaped by social, political, and cultural conditioning; and how visual messages are created to elicit specific responses. One of the chief goals of visual literacy education is to encourage critical analysis of visual communication by developing tools that help us understand and manage this complex activity. “Seeing” needs to become an actively conscious, not a passive activity for us. This thesis illustrates the importance of critical visual literacy, provides an historical overview of the visual literacy movement, and suggests a foundational approach to teaching the basics of visual literacy.
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.
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.
With evidence that arts engagement and nonlinear thinking style both utilize insight, intuition, and emotion in the decision making process, the literature has driven an investigation of the relationship between levels of arts engagement and thinking style preference. This nonexperimental correlational study (N = 101) explored (a) the prevalence of linear, nonlinear, or balanced linear/nonlinear thinking style of professionals working in museums. (b) Whether thinking style has a relationship with (i) age; (ii) sex; (iii) academic major; (iv) occupation; (v) levels of arts engagement. Two theoretical frameworks underpinned this study: (a) new literacies and (b) cognitive styles.
In the United States, archival institutions have prioritized the preservation of commercial and Hollywood cinema overlooking small-scale media production by non-professionals and independent media artists. Media arts centers, however, have played a pivotal role in the continued access, use, and preservation of materials produced by the communities that they serve. These non-profit media collectives were imagined as a distributed network of organizations supporting the production, exhibition and study of media; serving as information centers about media resources; and supporting regional preservation efforts. However, media arts centers have remained over-looked and unexplored by the archival field. This dissertation seeks to shift this balance, including these artist-run organizations as part of the network of archives and collecting institutions preserving independent media.
“This study seeks insight into the use of visual aids in contemporary post-compulsory teaching. This thesis comprises a two-part study and employs a mixed methods approach. The first part inquires into teachers’ and lecturers’ practice with regard to their visual aids, and the second compares the effectiveness of text, images and imagery displayed in support of a lecture.The findings of the thesis are combined to propose a principle of Visual Working Memory Utilisation (VWMU), upon which future research into visual aid design and use in post compulsory education might be based.”