The nature of today’s communication is overwhelmingly visual. Images, as modes of communication, play a dominant role in our daily activities and are especially prominent in the lives of young people. Today’s students were born in image-saturated environments, the era of internet, digital technologies and touchscreens. Their communication practices are mediated visually, including photo and video creation and sharing, video chatting, and the visual language of emoticons, GIFs, and emojis. However, the moment students enter university classrooms, they are thrown into almost a completely textual world. Such highly textual context may cause an alienation from the course material and content. In consequence, contemporary millennial and post-millennial generations, although usually technologically savvy, are often visually illiterate.
In this study, we explore the competence of preservice teachers (n = 161) in labelling and creating new cross-sectional human diagrams, based on anatomy knowledge depicted in longitudinal sections. Using educational standards to assess visual literacy and ad hoc open questions, results indicate limited skills for both tasks. However, their competence is particularly poor creating diagrams, where shortcomings were observed not only in visual literacy but in content knowledge. We discuss the misconceptions detected during these assessments.
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.
Competency in visual literacy (VL) is crucial for effective visual communication, and thus for living and working in a visually saturated environment. However, VL across disciplines is still marginalized in higher education curricula. This tendency is partly caused by the lack of knowledge and agreement on what it means to be visually literate. This study juxtaposes and evaluates 11 VL definitions, selected as the most relevant for higher education practitioners and coined from 1969 (the first one) to 2013 (the most recent one).
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.”
While much has been written about visual literacy and multimodal teaching, almost nothing has been published on preparing instructors and graduate teaching assistants to provide students with the mechanics of visual design, rhetoric, and cultural criticism to help them build complex, multimodal projects that go beyond visual inclusion and critique. This chapter focuses on a graduate course on visual literacy, rhetoric, and design that was taught by one of the authors and taken by the other four.
The effectiveness of using video content for teaching and learning has mixed reviews, but some potential positive outcomes include students improving their creativity, experiencing higher levels of interaction, increasing self-efficacy, and engaging in meaningful reflection. This exploratory study examined how higher education instructors in philanthropic and nonprofit studies programs in the United States use video in their courses
Contemporary culture is a visual culture. Visual images become the predominant form of communication. Students should be visually literate and be able to read and use visual language, to decode, interpret and evaluate visual messages successfully, and, last but not least, to encode and compose meaningful visual communication. The combination of modeling with other methods in scientific knowledge increases its potential as a cognitive method. Infographics can play a significant role in the process as tool or target according to the age and cognitive abilities of the students.
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 paper describes a study of visual learning in a network environment, which includes a new instructional model, the STILE (situation, tools, interaction, lucubration, evaluation) model which is based on Problem Based Learning (PBL). We describe the process of blended learning through a teaching experiment which offers a good reference to teachers. We then describe how this model can be carried out in a network environment efficiently. The experimental results show that visual learning in a network environment can improve the learning effect, which promotes students’ learning from passive to active and leads to a better communication and reflection.
In an effort to advance visual literacy (VL) education, the purpose of this paper is to develop and test a VL instruction program for 2.5-4-year-old children in a public library setting. The study was designed as a series of VL workshops for young public library visitors. Each workshop collected information about children’s existing VL knowledge, introduced them to new visual concepts, and measured their engagement and comprehension of the newly acquired material. The study data were collected via questionnaires and observations.
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.
The quality of a data display can have an impact on the interpretation of those data. A survey of the literature indicates that data displays can vary in quality of accuracy, clarity, and efficacy. In this study we develop and apply an evaluative rubric to graphs in a sample of six education journals: three research and three practitioner. Results indicate that graph quality is typically high in educational journals, however, in practitioner oriented journals issues around graph clarity and efficacy should be addressed. Common error patterns are pinpointed, and four recommendations are made to authors and editors: focus on meaningful labels, increase amount of data displayed, portray multiple relationships, and elaborate with supporting text.
The aim of the quantitative study is to identify the digital literacy levels of prospective teachers in terms of several variables. The sample consisted of 354 prospective teachers studying in different departments of Sakarya University College of Education. The 30-item instrument used to gather the data was the “Digital Literacy Scale” developed and used by the researchers. The scale was composed of 5 different factors namely information literacy, visual literacy, software literacy, technology literacy and computer literacy.
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.
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.
In this technologically advanced environment, users have become highly visual, with television, videos, web sites and images dominating the learning environment. These new forms of searching and learning are changing the perspective of what it means to be literate. Literacy can no longer solely rely on text-based materials, but should also incorporate digital images and sounds. Higher education seems to be lagging behind with incorporating visual literacy into their academic programs. This paper explores visual literacy, the digital native, and the importance of integrating visual literacy into our learning curriculum, especially in instructional design programs.
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.
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.