Outline:
Chapter 1: Literature Review
Children born
into digital world may be tech savvy, but they are not visually literate.
Many definitions
reflecting background of definers, but there are common threads. Common threads
are the ability to
produce, understand, and analyze visual messages.
Chapter 2: Theories of Visual Literacy
Visual literacy
as communication process with message,
sender, channel, and receiver.
Dual Processing Theory: two separate
processors for verbal and visual information.
Multimedia
learning takes advantage of dual
processing theory by using both visual and audio.
Chapter 3: Pedagogical Strategies of Visual Literacy
High-Order
Questions need to be taught to teachers. They are often open-ended questions that allow the students to think more in
depth.
STW (See, Think,
Wonder) is similar to Higher-Order questions as they allow for students to have
a more structured way of examining a text
Drama can be
used to develop visual literacy by having students act out scenes or parts of
scenes from plays or books.
Chapter 4: Cognitive Information Processing Theory
Examines how
schema is formed and how brains process information that allow for better
retention.
Cognitive Load Theory: when information
presented to the working memory is overwhelming.
Instruction can either increase or
decrease cognitive load.
Chapter 5: Motivation and Affordances
Motivation
Affordances are cues in the lesson that would make the learner want to start
and/or continue with a given task.
Affordance in
terms of visual literacy are cues in the design
of the lesson that makes the learner intuitively understand (e.g. highlighting,
white space, color, bold, italicize, etc.).
Chapter contains
guidelines for how to better motivate students and use affordances.
Chapter 6: Principles and Guidelines to Visual Literacy
Everything is
lessons and presentations needs to be purposeful.
Chapter 7: Students with
Special Needs
Visual literacy
needs to make allowances to special needs students as they may have
difficulties (e.g. visually impaired, hearing deficient, learning difficulties)
Chapter 8: Physical Characteristics of a Classroom
Environment
The classroom light,
window space, decorations, and seating arrangements all visually impact
students and how they learn in the classroom.
Chapter 9: Copyright, Fair use, and Ethical/Cultural
Considerations
Most anything
can be copyrighted and thereby can’t be used without permission.
Plagiarism is a
major issue where people take other’s work and pass it off as their own work.
Anything can be plagiarized, even if it is not copyrighted.
Chapter 10 and 11: The Role of Visual Aids in Health
Communication & Visual Literacy and Health Literacy
Health industry
uses images to explain things (e.g. signs on how to wash your hands or
pamphlets that explain a specific treatment) and dissuade certain behavior
(e.g. images on cigarette packages that depict the consequences of smoking).
Industries use
visual media persuade people to eat unhealthy food.
Why this
Book:
Free on Kindle unlimited
Fairly short read (can get through
in a couple hours)
Teaching
Ideas and Implementations:
STW Questioning – Chapter 3
High-Order
Thinking Questions – Chapter 3
Split
Attention, Redundancy, and Modality – Chapter 4
Guidelines
– Chapter 5 & 6
Challenges:
Book
does not teach how to teach visual literacy but focuses on regular teaching
practices and integrating visual literacy.
Cool
Information:
Multi-Model:
encourages use of multiple formats of learning (listening, reading, viewing)
Teaching is
a visual literacy so pay attention to what
you teach, where you teach it, and how you teach it.
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