Visual literacy

IGI Global eBooks, 2010

This book is an edited volume, with contributions by Barbara Stafford, W.J.T. Mitchell, Jon Simons, Jonathan Crary, and others. It was the product of a combined conference and exhibition of the same name, which has generated another book, "Visual Practices Across the University" (which is uploaded, in its entirety, on this site) and "Visual Cultures" (not yet published). "Visual Literacy" is intended to survey the meanings of the expression, and related notions such as visual competence. Some contributors are interested in the theory of literacy when it pertains to the visual; others in its rhetoric; and others in its implementation at college and secondary school level. The book is intended to serve as a resource for conversations about what comprises minimal or desirable visual ability, competence, or literacy in a university or secondary-school setting. This text is the introduction, the only part of the book I wrote--and so the only part I will upload here.

Journal of Adolescent & Adult Literacy, 2012

I (Cheryl, second author) recently observed 2 ninth-grade general English classrooms in an urban high school in which I do research. Both were print rich-walls covered with posters, charts, and artwork that referenced literature texts, content knowledge, and curriculum standards. In both classrooms, similar content was covered, including literature texts such as Monster, Who Am I Without Him? and Day of Tears.

British Journal of Educational Technology, 1997

Many people from very diverse disciplines have attempted to define the concept of Visual Literacy (VL), but with little general consensus so far. This is probably due to the fact that those representing the different disciplines and paradigms are each wanting to interpret Visual Literacy in a way that reflects and flatters their contribution or way of thinking. As a consequence, a theoretical concept with seemingly little practical value has been created, but cannot be used productively until an agreed definition is established.

2002

2002

Visual images are increasingly appearing in learning and teaching resources, delivered across a range of media in a variety of formats: digitally in Web-based materials and multimedia as well as in print and as transparencies. The proliferation of image-rich resources is due in part to the wide availability of digital images and access to the technology and graphics software that facilitates the creation and delivery of visual materials. As theory underpinning the modelling of learning shifts current practice towards the construction of knowledge based on tutor-student and student-student interchanges, communication skills including visual communication, and therefore visual literacy, become more critical to successful educational outcomes. This paper offers a definition of visual literacy and identifies some of the core competencies of a visually literate person. Also described is how the Learning Technology Support Service at the University of Bristol, UK, is beginning to address the need for visual communication skills development in staff, students and learning technologists by developing training in the visual design of online learning and teaching materials.

Available from: http://researchdirect.uws.edu.au/islandora/object/uws%3A8221/datastream/PDF/view

2014

Technology has made it increasingly easy to include imagery into printed and online teaching materials, yet it seems that less imagery is used, not more. A recent survey conducted on a limited number of teaching materials, produced

New Directions for Teaching and Learning, 2015

Journal of Visual Literacy, 2019

The current systematic review aimed to investigate in what ways the incorporation of visual display tasks benefits K-12 students' content-area learning. After screening 1693 articles at abstract level and a systematic evaluation of methodological quality, we synthesized 44 articles for this review. The qualitative synthesis of the studies is organized by categories of interaction with visual displays (ViDis), instructional support, and types of knowledge and learning. Overall findings indicate the simple inclusion of visual displays does not guarantee a positive learning effect. More detailed findings distinguish three categories of ViDis: author-provided, studentfilled-in, and student-created visual displays. Furthermore, we discuss each category's effectiveness for students' learning. Additionally, findings on retention and information comprehension are mixed when students are either provided with ViDis or complete ViDis themselves. However, the integration of ViDis in K-12 classrooms indicate highly promising results for enhancing students' higher-level learning (i.e., analyzing, evaluating, applying, and creating). Finally, we provided practical implications for K-12 teachers and recommendations for future research.