Using visual literacy can result in: increased quantity of writing increased quality of writing wider use of vocabulary greater use of imagery increased fluency more adventurous writing improved attitude to writing greater engagement with writing greater commitment to writing improved motivation, self-esteem and enthusiasm.
Use of images can be a powerful tool in the teacher’s toolbox. It can stimulate children’s discussion and motivate their interest.
There are also many cross-curricular opportunities to link visual literacy with other core subjects.
Visual images are fast becoming the most predominant form of communication
‘Young people learn more than half of what they know from visual information, but few schools have an explicit curriculum to show students how to think critically about visual data.
facial expressions, body language, drawing, painting, sculpture, hand signs, street signs, international symbols, layout of the pictures and words in a textbook, the clarity of type fonts, computer images, pupils producing still pictures, sequences, movies or video, user-friendly equipment design and critical analysis of television advertisements.
purposeful writing – writing which motivates, is purposeful, relevant and has an audience
not only teachers modelling but writing for pupils and alongside them. This leads onto the idea of teachers as talkers; modelling talk and valuing talk and its role in writing
Jenna, this is an excellent article, I really enjoyed reading it, it gave me some insight on visual literacy and how important it is for children to, not only develop the skills to be visually literate but to be exposed to it at home and school in the correct way.
I just loved this article! it made it easy for me to understand the term visual literacy and what and how to use it in class. I stole this post from Jenna K. but please take some time to look at it!
As a psychology major and sociology-oriented person, I am very interested in the impact that the feelings of connectedness and belonging that technology supports have on our ability to be alone and introspective. Maslow describes that after food, water, and shelter, feelings of connectedness are the next priority in the list of human needs. If technology is there to provide these feelings of connectedness in moments of solitude (think late-night facebooking in bed) where we were instead usually reflecting and developing independence, self-reliance, and potentially self-confidence. If we are no longer ever really alone with ourselves, will we become addicted to finding ways to be connected? Given how much many of us, for lack of a more academic term, simply "freak out" when we can't find out cell phones, I wonder what the psychological trends will be.
"We are a visually illiterate society. … Three R's are no
longer enough. Our world is changing fast...
Visual literacy is the ability to learn visually"
"Visual Literacy = Reading Pictures"
"Understand the main idea or message in visual literacy"
"Photo Analysis Worksheet" activity
"Is Seeing Believing?" Photoshop?
"Magazine Covers as symbolic representations"
"Manipulation of images and words in advertisements"
Infographics are all over the web these days. Some are useful, some are not, and some are just plain fun. Yesterday, on Cool Infographics I discovered an infographic that explains what infographics should do. The fun and somewhat informative explanation of infographics is made using Legos. Check it out below.
This is a very simple way to explain what infographics do. You can also find three tools to create your own infographics: easel.ly, infogr.am, visual.ly
This podcast is an audio recording of Wesley Fryer’s breakout session at the May 29, 2012, “Inspiring Excellence” conference in Kansas City Kansas Public Schools titled, “Deepening our Learning Through Storytelling: creativity, STEM and stories.
They define Visual Literacy (VL) as "a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media".
KSU just published a study on fluency and the importance of kids recording themselves reading at all levels, so they can set goals
- iPod Touches are also GREAT for recording kid voices
I will lobby for an open catalog that provides personalized, interactive features that users expect in online information environments.
I will be willing to go where users are, both online and in physical spaces, to practice my profession.
I will enjoy the excitement and fun of positive change and will convey this to colleagues and users.
recognize that the universe of information culture is changing fast and that libraries need to respond positively to these changes to provide resources and services that users need and want.
will educate myself about the information culture of my users and look for ways to incorporate what I learn into library services.
looks at an image carefully, critically, and with an eye for the intentions of the image’s creator.
teachers work to help students not only to decode words but also to make sense of what they read.
Observation, as we’ve noted, is integral to science. Critique, useful in considering what should be included in an essay in Language Arts, is also a part of examining a visual image. Deconstruction, employed in mathematical problem solving, is used with images to crop and evaluate elements and how they relate to the whole. Discerning point of view or bias is important in analyzing advertisements and works of art.
The following article is by Julie Delello of the University of Texas at Tyler. She can be reached at jdelello[at]uttyler.edu if you have any questions or comments. Children learn social skills by interacting freely with peers. Playgrounds provide an opportunity for children from different classrooms to interact and enhance skill development.
to create & review developmental ties in visual
arts vocabulary and studio technique between grade levels
and to discover new terminologies since the
advent of digital
technology & new media
• to improve and bridge the use of Visual vocabulary
between the elementary, middle school and secondary school
panels.
Visual
literacy may be defined as the ability to recognize and understand
ideas conveyed through visible actions or images, as well as
to be able to convey ideas or messages through imagery.
isual
Literacy has been commonly known as
A
group of learned or aquired competencies for interpreting and
creating visible messages.
A
visually literate person is able to:
A)
discern, and make sense of visible phenomenon as part of a visual
acuity,
B)
create static and dynamic visible images or objects effectively
in a defined space,
C)
comprehend and appreciate the visual testaments of others, and
D)
generate object oriented imagery in the minds eye.