The view from here: Emergence of graphical literacy

Roberts, Kathryn L.; Brugar, Kristy A.

doi:10.1080/02702711.2017.1336661

Cited by 16 publications

(8 citation statements)

References 51 publications

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“…Further research is also needed to understand the utility of captions. Roberts and Brugar's (2017) study demonstrated that only 12.35% of elementary students could accurately or correctly name captions. When asked to create a caption, almost 20% of third-grade students misunderstood what a caption looks like.…”

Section: Implications and Directions For Future Researchmentioning

confidence: 91%

“…In addition to these general principles, students need discipline-specific instruction regarding how to read visuals in different genres. Roberts and Brugar (2017) recently explored students' understanding of four types of graphics in social studies textbooks. None of the students understood all aspects of these graphical devices, although there was a great variation across grades.…”

Section: Implications and Directions For Future Researchmentioning

confidence: 99%

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A Content Analysis of Visuals in Elementary School Textbooks

Guo¹,

Wright²,

McTigue³

2018

The Elementary School Journal

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Although visual complexity is increasing and graphics are essential to support readers' comprehension of disciplinary texts, visual literacy receives scant attention. Research suggests that effectively instructing students to interpret discipline-specific graphics would yield better comprehension. However, before this line of inquiry can be enacted, we must determine the characteristics of graphics in contemporary content textbooks. Therefore, this content analysis evaluated graphics within third-and fifth-grade science and social studies textbooks. We coded 3,844 graphics by type and function and compared findings between disciplines using chi-square and post hoc comparison tests. Overall, graphics were coded into 9 major types (photographs being most frequent) and 54 subtypes, indicating a diversity of graphics. When comparing disciplines, science textbooks contained more diagrams and photographs, and graphics more often functioned representationally. Social studies presented both a wider variety of graphics and more interpretationally challenging graphics. Implications for disciplinary literacy and instruction are discussed.

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Section: Implications and Directions For Future Researchmentioning

confidence: 91%

Section: Implications and Directions For Future Researchmentioning

confidence: 99%

A Content Analysis of Visuals in Elementary School Textbooks

Guo¹,

Wright²,

McTigue³

2018

The Elementary School Journal

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“…Material-oriented interventions are related to reducing the complexity of the visual. It this respect, it is very important to consider the visual's complexity in advance, since researchers have shown that often, visuals are not rigorously selected or pilot tested, resulting in putting the interpretational burden on students (Roberts and Brugar, 2017). Attuned to our study results, it might be interesting in this respect to include particular perceptual cued in mind maps guiding students reading behavior to point to critical information for facilitating reading (e.g., including arrowheads or numbers) (van Amelsvoort et al, 2013).…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Mind Maps: Processed as Intuitively as Thought? Investigating Late Elementary Students’ Eye-Tracked Visual Behavior Patterns In-Depth

2022

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In this study, 44 late elementary students’ visual behavior patterns when reading mind maps were investigated, more particularly, the intuitive processing nature of their visual characteristics, reading sequence and presentation mode (i.e., mind map before or after text). Eye-tracked data were investigated by means of static early attention and dynamic educational process mining (EPM) analysis and combined with learning performance and retrospective interview data. All students seem to struggle with the map’s radial structure during initial reading. Also, the picture’s position in the map diverts students from consecutively reading interconnected branches. EPM analyses revealed different reading patterns in proceeding reading behavior. Students receiving a text first, seem to grasp the radial structure slightly more and show higher information integration attempts. They also attained higher free recall and coherence scores. The study concludes with instructional design principles for urgently needed explicit visual literacy instruction in elementary grades.

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“…They tend to fixate on isolated components of graphics, complicating their efforts to extract discrete pieces of information. Additionally, they may be unaware of graphical conventions, such as the meanings of arrows (McTigue & Flowers, 2011), only partially understand the information graphics convey (e.g., Roberts & Brugar, 2017), or may not perceive the intended message (Stylianidou, 2002). Researchers who attempted to apply multimedia design principles to adolescents showed only modest improvement from the addition of diagrams (McTigue, 2009; Schrader & Rapp, 2016).…”

Section: Supporting Theories and Literaturementioning

confidence: 99%

Do You Get the Picture? A Meta-Analysis of the Effect of Graphics on Reading Comprehension

et al. 2020

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Although convergent research demonstrates that well-designed graphics can facilitate readers’ understanding of text, there are select situations where graphics have been shown to have no effect on learners’ overall text comprehension. Therefore, the current meta-analytic study examined 39 experimental studies published between 1985 and 2018 measuring graphics’ effects on readers’ comprehension. We first quantified the overall effect on reading comprehension. Then, we considered interactions with learners’ characteristics, graphic types, and assessment formats. Our analysis revealed that the inclusion of graphics had a moderate overall positive effect (Hedges’s g = 0.39) on students’ reading comprehension, regardless of grade level. Regarding graphic type, we did not find a significant difference among pictures, pictorial diagrams, and flow diagrams. Only when compared to mixed graphics, pictures had a greater effect on comprehension. Additionally, compared with true and false assessments, graphics differentially benefited students’ comprehension on open-ended comprehension assessments and mixed format assessments. Implications for future research are presented.

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The view from here: Emergence of graphical literacy

Cited by 16 publications

References 51 publications

A Content Analysis of Visuals in Elementary School Textbooks

A Content Analysis of Visuals in Elementary School Textbooks

Mind Maps: Processed as Intuitively as Thought? Investigating Late Elementary Students’ Eye-Tracked Visual Behavior Patterns In-Depth

Do You Get the Picture? A Meta-Analysis of the Effect of Graphics on Reading Comprehension

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