You Gotta See It to Believe It: Teaching Visual Literacy in the English Classroom

Abstract

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.

Writings on the Wall: Nurturing Critical Literacy Through a Community‐Based Design Project

“…Although critical theorists support the poststructural view that the ability to transform self and society is challenging, especially so when individuals become mired within discourses that contribute to their own oppression (Young, 2000), researchers have continued FEATURE ARTICLE efforts to examine and promote transformative processes (Lalik & Potts, 2001). Such examinations take into account contemporary conceptualizations of literacy (Gee, 2008;Harste, 2014;Lankshear & Knobel, 2006;Larson & Marsh, 2005;New London Group, 1996) that foreground nonalphabetic modes such as visual literacy, technologies, and new literacies (Alvermann, Hagood, & Williams, 2001;Bailey & Carroll, 2010;Chase & Laufenberg, 2011;Kress, 2009;Peppler, 2010;Seglem & Witte, 2009).…”

Teachers’ Beliefs and Practices in Assessing the Viewing Skill of Esl Learners

“…Curriculum Seglem and Witte (2009) strongly advocate the role of teachers as critical in helping students make meaning out of print and non-print texts and the visual connections that can be created between these two divergent forms. They argue that it is a practical method to bridge the concrete and abstract thinking of students who find it a great challenge to make meaning from text.…”

Visual Literacies: An Ecology Arts-based Pedagogical Model

“…For instance, Gaudelli (2009) notes that as students come to the realization that their own socially constructed identities play a role in mediating how they view texts, students then acquire the critical media skills that can expand how they navigate other curriculum areas and even their own lives. Or, as Seglem and Witte (2009) comment: "Helping students to understand the diversity of print and nonprint texts as well as the visual connections that can be made between them is a practical way to connect the concrete and abstract thinking of students who struggle to make meaning from text" (p. 217). Visual literacy and multimodalities give all students a wider breadth of means and of content to develop their own skill sets.…”

“…Photography acts as a medium to introduce the excitement of creating storiesthat literacy -whether cursive, printed, audio, or pictorial, ultimately is about how ideas are shaped in meaningful ways. Seglem and Witte (2009) explain: "By teaching students how to critically read and view all texts, not just the traditional print texts, teachers can build upon the skills needed to read and write, increasing students' literacy levels in all areas. And perhaps even more important, as O'Brien (2001) pointed out, "the study of visual symbols can reach those students who have been burned by print" (p. 224).…”