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Topic Overview & Descriptor:
Our first reading experience is with pictures, but once we learn how to read words, deciphering visuals becomes a thing of the past. Today, students of all ages are constantly surrounded by pictures designed to influence their choices and thought processes. Much of what our students identify as normal is derived from images and the ones they see are frequently central to what they think and how they relate to the world around them. Television, film and advertisements teach them about the world, but often provide an unrealistic value system. Appropriate dress, conversation, behavior, relationships and knowledge constructs are often dictated by commercial entities. They have been passive recipients of a vast quantity of visual representations without the benefit of critical review (Burns, 16). However, visual literacy is a skill that can be learned in order to better understand these messages and communicate their own ideas.

Visual literacy can be simply defined as a person's ability to understand and produce information visually (Riesland, 2). Learning to read an image involves acquiring the knowledge and skills necessary to interpret that information. It is the beginning of becoming visually intelligent and is a basis for critical thinking. Students need to begin asking questions about images they see, such as: "What am I viewing ? What meaning does it have for me? Does the text and picture convey a message?"

The influx of multimedia technologies has brought new challenges to teachers also. There is now a need to provide instruction for students about how to 'read' the images that surround them as well as learning how to design and communicate their own ideas. This is new territory for many teachers as well as students. We all need to be trained to view images critically and reflectively. As teachers are trained to examine images for their content and message, they will then be able to teach their students to do the same. There are a number of opportunities to use technology to support the teaching of visual literacies in the classroom.

A picture is more precise than words and it can provide better communication and learning. Additionally, viewer enjoyment, comprehension and retention are increased when visuals are used in a product. The use of images with lessons will improve articulation and writing skills also. Reading and writing combined with images can be used to help students tap into their own thoughts and creativity in order to better demonstrate the lessons they have learned.

References:
Burmark, L. (2002). //Visual Literacy: Learn to See, See to Learn.// Alexandria, VA: Association for Supervision and Curriculum Development.

Burns, M. (2006). A Thousand Words: Promoting Teachers’ Visual Literacy Skills. MultiMedia & Internet Schools, 13(1), 16-20. Retrieved from EBSCO database at: http://ts.isil.westga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=19571550&site=ehost-live

Johnson, B. & Christensen, L. (2008). Educational research. Thousand Oaks: Sage Publications, Inc.

Merriman, S. (2002) Introduction to Qualitative Research. Jossey-Bass, Inc.

Riesland, E. (2005). Visual literacy and the classroom. New Horizons for Learning, Spring, 2005. Retrieved from: http://www.newhorizons.org/strategies/literacy/riesland.htm


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Research Plan
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Course Projects
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 * || ===Project Title=== ||  || Texts should be a minimum of 6 words
 * || ===Name of Student===

Researcher
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 * || ===Overview or===

Introduction
||  || Narrative texts should be 300-500 words ||   || Topic Description ||   || Content Discussion ||  || Should be in the home page || Chart & Critique ||  || Should be in a separate page || Discussion ||  ||   || Discussion ||  || Should be in a separate page ||
 * || ===Literature Review=== ||  || Narrative texts should be 1000-3500 words. ||   || Problem Statement ||   || Article Comparison
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Methodology
||  || Narrative texts should be 500-2000 words and includes sections in research design, types of data, data collection strategy and/or instrument, and data analysis) ||  || Research Methods ||   || Content Discussion ||   || Should be in a separate page with the Problem Statement || Instrumentation ||   ||   ||   ||   || Discussion ||   || Should be in a separate page || Chart & Critique ||   || Should be in a separate page ||
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 * || ===Timeline=== ||  || Narrative texts should be 100-350 words. ||   || Timeline ||   || Content
 * || ===References=== ||  || At least 15 peer reviewed articles ||   ||   ||   || Article Comparison
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 * || ===Appendix=== ||  || Only if needed and appropriate. ||   ||   ||   ||   ||   || Should be in a separate page ||

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