Group items tagged

Defines, describes, and explains visual literacy. This means the ability to receive, process, interact with, and respond to visual messages.

David Natharius, in his article The More We Know, the More We See: The Role of Visuality in Media Literacy, he talks about how the role of literacy is vital in understanding the change from literacy to visually. All of which can be seen in television, film, and Internet.

This is an article/study that explain the history/study that explains the history of the Mozart Effect and the experiment being conducted by Cristy Ho, Oliver Mason and Charles Spence. The main purpose for the Mozart Effect was to improve people's intelligence, however that wasn't the intention that was used for this particular study. Their purpose was to determine whether the Mozart Effect was for the "visual attentional blink", also known as AB, which provide dynamics of visual attention.

This essay focuses on how video games both highlight our traditional assumptions about reading and writing and suggest alternative paradigms that combine the new and the traditional:Play. Video games reveal how pleasure and desire are inherent to the reading and writing process. This dimension of gaming helps explain why video games can produce resistance in terms of approaches to writing instruction grounded in maintaining the cultural distinction between play and work.Authority. The interactivity of video games complicates questions of who authors and authorizes meaning in a discourse community. Video game players are simultaneously readers and writers whose gaming decisions are inscribed within a certain horizon of possibilities but not predictability. The video game is an inherently dialogic discursive space that problematizes the institutionalized distinction between "reading" and "writing"Return to the visual. The case of video games not only helps restore the understanding of writing as a visual form of communication but also challenges the apparent static quality of the printed text, emphasizing the temporal quality of all communication. In so doing, the study of video games promises to fundamentally rewrite the conceptual binary of process and product in composition pedagogy.

Teachers combine visual literacy with drama in order for students to make personal connections and to easier comprehend literature; this ultimately proved to provide children with a better understanding.

In this article, the relationship between literacy practices and spatiality is explored in the context of family literacy. The article draws on fieldwork in family literacy classrooms as part of two evaluations in Croydon and Derbyshire of family learning provision. Methods of evaluation included classroom observations in rural and suburban locations. In addition, teachers and parents were interviewed. In this instance, family learning included literacy and language activities with parents and children in school and nursery settings. These were learning spaces where parents and children collaborated on joint projects including book making, storytelling, the making of visual artefacts and reading and writing activities. The research revealed how family literacy classrooms could be understood as 'third spaces', between home and school, offering parents and children discursive opportunities drawing on both domains.

An Article focusing on a summer institute that integrated arts into language arts. The institute taught teachers to use music, movement, visual art, drama, and film to enhance the classroom experience and help student's literacy. The authors then surveyed the participants one year later. Results showed that those who responded to the survey were still using art to help teach.

The article shows how medieval literacy and illiteracy directly relates to art and how each is represented in the other.

Literacy can increase through visual arts and drama