Expanding the definition of literacy and using visual strategies comprehensively can strongly affect student learning. Educators can contribute to the growth and understanding of the world of nonprint text by helping students learn to read and create visual products critically. When educators bridge popular culture and traditional texts, students become authentically motivated and engaged in their learning. This article highlights vignettes of visual literacy at work through successful classroom practices. من المحتمل أن يؤثر توسيع تعريف معرفة القراءة والكتابة واستخدام استراتيجيات بصرية بطريقة شمولية على تعلم الطالب حق التأثير. ولكن يستطيع المعلمون أن يساهموا في نمو عالم النصوص غير المطبوع وفهمه بواسطة مساعدة الطلاب في تعلم القراءة وخلق منتجات بصرية نقدياً. وحين يربط المعلمون الثقافة العامة والنصوص التقليدية فإن الطلاب يصيرون متحمسين ومنشغلين في تعلمهم. لذلك تسلط هذه المقالة الضوء على مشاهد وجيزة من التعلم البصري في حالة العمل من خلال ممارسات الصف الناجحة. 扩大读写文化的定义及全面使用视觉策略能大大地影响学生的学习。教育工作者如能帮助学生批判性地学习和创制视觉作品,他们可以对非印刷文本世界的增长与认识作出贡献。当教育工作者把大众文化与传统文本接连起来时,学生便会有真正的学习动机及真正投入学习。本文使用一些鲜明的成功课堂教学实践片段,以说明视觉读写文化所产生的影响力。 Etendre la définition de la littératie et utiliser à fond des stratégies visuelles peut avoir un effet important sur l'apprentissage scolaire. Les enseignants peuvent contribuer au développement et à la compréhension du monde des textes non écrits en aidant les élèves à lire et à créer des produits visuels de façon critique. Quand les enseignants établissent des ponts entre la culture populaire et les textes traditionnels, la motivation et l'investissement des élèves dans l'apprentissage deviennent authentiques. Cet article met en lumière des exemples de littératie visuelle qui marchent dans des pratiques de classes réussies. Расширение понятия грамотности и разностороннее использование визуальных стратегий способно кардинально изменить академическую жизнь школьника. Педагоги могут внести свой вклад в развитие подростков и в их представления о мире невербальных текстов, научив их критически подходить к чтению и созданию визуальных продуктов. Когда учителям удается соединить поп‐культуру и традиционные тексты, учащиеся начинают проявлять настоящий интерес к учебе. В статье приводятся примеры успешного применения навыков визуальной грамотности в рамках школьного урока. Ampliando la definición de alfabetización y usando estrategias visuales integralmente puede tener un efecto muy grande en el aprendizaje de los estudiantes. Los educadores pueden contribuir al crecimiento y al entendimiento del mundo de textos no impresos ayudando a los estudiantes a aprender a leer y crear productos visuales de forma crítica. Cuando los educadores hacen conexiones entre la cultura popular y los textos tradicionales, los estudiantes se interesan y participan auténticamente en el aprendizaje. Este artículo saca a relucir esbozos de competencias visuales en el acto debido a prácticas exitosas en el salón de clase.
This article provides a framework and examples for critical media literacy pedagogy. More than simply guiding how students read and interpret the texts they encounter, critical media literacy pedagogy pushes to illuminate the underlying power structures that are a part of every media text. Throughout this article, examples from working with high school youth and preservice teachers are provided. In recognizing recent shifts in media production as a result of participatory culture, this article focuses on how youth-created media products are an integral part of a 21st century critical media literacy pedagogy.
This study explores the use of backchannels, real-time online conversations taking place simultaneously with spoken discussions (the front channel), as one approach to meaning-making through discussion. Using transcripts of front and backchannel discussions, we examine how undergraduate preservice teachers utilize backchannels to talk about class-assigned texts. Although previous research has suggested that backchannels can create distractions, our study found that participants within the backchannel groups were able to create meaning through their interactions. We used five types of talk (analytic, personal, intertextual, transparent, and performative) to aid in our analysis. While we found evidence of all types of talk in the transcripts, analytical talk dominated the conversations, suggesting that backchannels can indeed encourage close readings of texts. In addition, we found that the nature of the online environment created a sixth category of talk. This type of talk, which we called negotiation, allowed participants in the backchannel to define and react to the digital space they interacted within. Findings point to increased engagement in class discussion and the potential of backchannels as a way to effectively integrate technology into instruction.
This article offers a way to leverage young adult literature in guiding students to consider the meanings of continuity and change within their own development. Borrowing theories of change from the evolutionary sciences, we developed a critical lens focusing on the role of technology in young adult literature. Based on a comprehensive review of Michael L. Printz Award and Honor titles and YALSA Teens’ Top Ten books from the past two decades, we identified how two theories of evolution, gradualism and punctuated equilibrium, offer a frame for interpreting young adult literature. Through an examination of the novels Asking for It by Louise O’Neill and Butter by Erin Jade Lange, we demonstrate how these theories can be used in the language arts classroom to enhance discussions about change brought on by technology to provoke deep, intertextual readings of young adult literature.
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