Beyond the Literal: Teaching Visual Literacy in the 21st Century Classroom

Lundy, April; Stephens, Alice E.

doi:10.1016/j.sbspro.2015.01.794

Cited by 35 publications

(26 citation statements)

References 2 publications

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“…These give us insight about "the close link of visual literacy with the techno-cultural phenomenon" (Ausburn & Ausburn, 1978, p. 292) statement formulated since this field started to be investigated. Visual literacy has evolved along with information and communication technology because "visual images become the predominant form of communication" (Lundy & Stephens, 2015, p. 1057, "news modes of communication use much more than written text" (Emery & Flood, 2019, p. 11), and modern communication technology is still highly and strongly visually oriented (Ausburn & Ausburn, 1978;Hattwig et al, 2013).…”

Section: Visual Literacy Approachmentioning

confidence: 99%

“…Here, the author states that pedagogical research has to focus on new learners, so this study focuses on in-service teachers. As it was mentioned, the most essential members of the educational community have to become visually literate (Aberšek, 2008;Begoray, 2002;Lundy & Stephens, 2015) in order to enhance their teaching practice. However, an intervention requires clear learning objectives and methods for assessing (Kędra, 2018).…”

Section: Introductionmentioning

confidence: 99%

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The Effect of a Blended Learning Course of Visual Literacy for In-service Teachers

2020

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Aim/Purpose: The purpose of this study was to examine the effects of a 20-hour blended learning visual literacy course applied to in-service teachers. For this purpose, we designed the course to train the educators and the instrument to measure the level of visual literacy of participants before and after the intervention. Then, we found the differences. Background: Visual literacy is essential for improving visual communication skills on in-service teachers because they use and construct visual material permanently. Hence, they need to be trained for developing visual literacy taking into account their pace of life and specific needs. Methodology: We employed a quasi-experimental one-group pretest-posttest design. The area of study is Social Science, specifically Education. The population was in-service teachers who work in private schools in the north zone of Quito, Ecuador. The convenience sampling method was used to conduct this pilot study of 51 teachers at one private school. The visual literacy course was designed based on the ACRL Visual Literacy Competency Standards. The differences in the level of visual literacy were measured through a visual literacy test of 45 items made for this specific purpose. Differences between pretest and posttest were found after performing paired samples t-test on collected data. Contribution: This research contributes to visual literacy research focused on in-service teacher’s instruction. This practical study was based on a complete proposal for training and evaluated the visual literacy level of in-service teachers. Findings: Findings show that there are statistically significant differences in pretest and posttest scores, so teachers improved their level of visual literacy after the 20-hour blended learning visual literacy course. Recommendations for Practitioners: Practitioners should adapt the length of the training course to the teachers’ schedules. They should review the course themes and the items in the visual literacy test to know about the specific content to be taught along the course. Recommendation for Researchers: Researchers who want to replicate a similar study should have a bigger group of participants and, if possible, they should have a control group. Impact on Society: This study indicates that teachers could improve their level of visual literacy after attending a well-structured training course. Thus, it is crucial to offer in-service teachers the opportunity to improve their visual communication skills through a concrete learning process adapted to their schedules and life. Future Research: Future research should focus on evaluating before and after the treatment, through practical projects, the previous and acquired knowledge of in-service teachers.

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Section: Visual Literacy Approachmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effect of a Blended Learning Course of Visual Literacy for In-service Teachers

2020

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“…From the aforegoing, one could infer the need for an academic speciality that allows educatees to interpret and generate images to know, so that visual skills can be included in the academic curriculum as a "visual grammar" [22], even more so because due to the "informational behaviour" of digital natives who prefer graphic language over text language [23]. This speciality (visual literacy) had to respond to two challenges: a) developing skills to interpret and understand images, to communicate them effectively, producing visual images and using them to solve problems [24]; b) knowing the five major learning styles (visual, verbal, auditory, logical and physical), it seems convenient to develop a speciality in charge of developing transversal skills that would make the five learning skills more effective through spacial, visualisation, dynamism and interactivity skills [25].…”

Section: Visual Literacymentioning

confidence: 99%

A didactic innovation project in Higher Education through a Visual and Academic Literacy competence-based program

García-Quismondo

Cruz-Palacios

Morales

2019

EFI

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This research paper describes the application of a didactic innovation project in Higher Education. We present the theoretical foundation of the project. Thanks to the evolution of the Web and the potential of image to disseminate and generate knowledge, visual materials have had an increasingly powerful projection in Education, especially for the development of new methods, media and didactic materials in Higher Education. As a result of researchers interested in it, Visual Literacy has emerged as an academic field developing research and didactic effectiveness of the image, and digital competences and academic literacy as instruments to be integrated into curriculum of higher education for its excellence. We analyse the didactic innovation project by presenting how we integrated a Visual and Academic Literacy competence-based program into a course at the Carlos III University of Madrid. We show its instructional design, didactic materials, pedagogical activities, planning and evaluation. Findings suggest the need for this type of programs for academic excellence in higher education.

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“…A capacidade de interpretar e compreender infográficos são uma competência que deve ser desenvolvida por estudantes na era digital, que navegam na web e devem avaliar informações gráficas e mensagens multimídia [Martix and Hodson 2014], encontrando e criando sentidos e conhecimentos através de imagens e mídias visuais [Hattwig et al 2013]. À medida que as imagens se tornam a forma predominante de comunicação em uma ampla gama de formatos, a imagem e a composição visual têm o poder de moldar nossa compreensão e interpretação de nosso mundo além do literal [Lundy et al 2015], notadamente em Zoologia, na qual fotos e imagens de animais silvestres despertam curiosidade e fascínio de um público vasto e diversificado.…”

Section: Introductionunclassified

Rolando a Bosta pela Mata Atlântica: Utilização de Infográfico Interativo para o Ensino da Diversidade de Besouros Escarabeíneos

Oliveira¹,

Araújo²,

Santana³

et al. 2019

Anais Do IV Congresso Sobre Tecnologias Na Educação (Ctrl+e 2019)

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Infográficos são um veículo para transmissão de dados e informações que ao unir-se a representação visual tornam o processo de assimilação do conteúdo mais simples. Tendo em vista o poder comunicativo das imagens em plena era digital, objetivou-se desenvolver um infográfico interativo com informações sobre os besouros rola-bostas presentes na Mata Atlântica Nordestina. Havendo destaque aos seus hábitos alimentares e serviços ecossistêmicos desempenhados, tem em foco as principais ameaças ao bioma, e consequentemente aos besouros. Ferramentas gráficas e informativas como infográficos podem ser utilizados em exposições, em salas de aula ou em sites como forma de estimular o aprendizado relacionado a zoologia.

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Beyond the Literal: Teaching Visual Literacy in the 21st Century Classroom

Cited by 35 publications

References 2 publications

The Effect of a Blended Learning Course of Visual Literacy for In-service Teachers

The Effect of a Blended Learning Course of Visual Literacy for In-service Teachers

A didactic innovation project in Higher Education through a Visual and Academic Literacy competence-based program

Rolando a Bosta pela Mata Atlântica: Utilização de Infográfico Interativo para o Ensino da Diversidade de Besouros Escarabeíneos

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