Reading Visual Texts

Data-literate citizenry: how US state standards address data and data visualizations in social studies

“…They argue that such multi-modality – which has been prompted in part by improvements in and increased access to computer technologies – demands that educators expand their views of literacy instruction beyond traditional written texts to prepare students to “participate fully in public, community and economic life” (The New London Group, 1996, p. 60). Several scholars of social studies education (DuPlass, 1996; Fingeret, 2012; Guo et al , 2018; Werner, 2002) have risen to this challenge, illuminating the prominent role that visuals play as sources of information in social studies texts. Data visualizations – maps, graphs, charts and timelines – are among these visuals (Fingeret, 2012; Guo et al , 2018; Shreiner, 2018).…”

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“…Similarly, D'Angelo (1979) maintains that "wordless books can be used to encourage the development of writing skills, not only with young children who are beginning writers, but also with older students who already possess some skill in writing" (p. 813). Other researchers have also emphasised the importance of using pictures and other visual cues as aids to enrich the learning experience and facilitate learning (Baca, 1990;Bearne & Wolstencroft, 2007;Brown, Lewis, & Halcleroad, 1983;Demir, 2017;Elbow, 2000;Harmer, 1988Harmer, , 2004Heaton, 2000;Hobson, 2002;Smith, 2002;Walter, 2004;Werner, 2012;Wright, 1989).…”

iCurator

“…Some social studies practitioners and scholars believe the discipline has a crucial role to play in developing students’ visual literacy. According to Werner (2002), social studies educators should be on the front line of visual literacy education because “visual texts are not just useful tools for learning about the world; increasingly they are the social world and need to be treated as subject matter in the classroom” (p. 401). Schocker (2014) argues adding visuals into history content not only increases content retention, but also develops students’ critical thinking skills and “invigorates deeper levels of historical understanding” (p. 423).…”

“…As a high school social studies teacher and social studies methods instructor for both secondary and elementary levels, I have found artwork brings history alive for students and preservice teachers, allowing for the uncovering of social, political, and intellectual concepts so often left dry and static within the pages of the textbook. Scholars have noted the importance of image analysis in the development of students’ ability to think critically about social and cultural experiences, both historical and contemporary (Masur, 1998; Werner, 2002; Woyshner, 2006). As the opening quote notes, a curator is not merely a person who gathers materials for display, rather, he/she is a museum historian who analyzes objects for their historical relevance and also their context (Museum Victoria, n.d.).…”