Article+Chart

Article Critique & Comparison Chart: Visual Literacy MEDT 8484 – Pat Auger  **Author, **  **Author's **  **background ** ||  **Problem **  **Statement **  **or Research **  **Problem ** ||  **Research ** <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Methods ** || <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Types of ** <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Data & ** <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Data ** <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Sources ** || <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Data ** <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Collection ** <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Strategy ** <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">and/or ** <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Instrument ** || <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Data ** <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Analysis ** <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Approach ** || <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Citation ** <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">(APA 6th ** <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">edition) **  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Riesland, Erin <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Graphic Designer, M.Ed Student  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">How can schools use VL to prepare students to communicate effectively in a technological society? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Qualitative <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Grounded Theory <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Author developed theories from research data and promotes constructivism. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Narratives, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Search for relationships from data. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Observation, research from existing data, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">reflection. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Searched for relationships between data and presented examples and strategies for multimedia integration. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Riesland, E. (2005). Visual literacy and the classroom. //New Horizons for Learning,// Spring, 2005. Retrieved from: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">[] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Burns, M.    <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Sr. Tech. Specialist  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">How can teachers learn to read images and then teach their students? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Qualitative <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Case Study/personal experience. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Overview of Burn’s methods of teaching VL to teachers. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Narratives, examined case studies, existing data   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Observation, discussions, lessons taught by author. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Assessed products created by teachers in author’s class. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Discussions. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Burns, M. (2006). A Thousand Words: Promoting Teachers’ Visual Literacy Skills. // MultiMedia & Internet Schools, //13(1), 16-20//. //Retrieved from Ebsco host. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Zambo, Debby <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Asst.Prof., Educ. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Ariz. State Univ. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">How can teachers use VL to help students think critically about what they see and how they are influenced by images?. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Qualitative <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Case studies, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Phenomenology <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Zambo relates strategies for teaching adol. VL and how to view images critically. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Narratives, Existing data   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Case Studies and Observations, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Discussions, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Reflection <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Assessment tool. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Compiled data from assessment tool used during observation, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Research from existing data. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Zambo, D. (2009). Using Visual Literacy to Help Adolescents Understand How Images Influence Their Lives. // Teaching Exceptional Children // // 41 //(6) 60-67. Retrieved from EBSCO database. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students to read images critically. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Millum, Trevor <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">UK Teacher, Speaker, Writer, Poet  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Why is it important for English teachers to instruct students to study images and what are some methods of doing so? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Qualitative <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Case studies, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Personal experiences. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Millum presents info about VL, and examples of how to achieve incorporating VL into lessons. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Narratives, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Existing research <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Classroom experience  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Observations of student interactions with lessons. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Analyses from examples and relationships from data. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Observations. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Reflection from existing data and images. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Classroom strategies and lessons. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Millum, T. (2009) Making sense of pictures: a beginner’s guide to teaching visual images. // English Drama Media 14 //, 37-42. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Sosa, Teri <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">IT Instructor, St. Joseph’s Univ. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Why is VL needed to enhance student’s tech. integration experience? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Qualitative, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Action research, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Personal experience from her own lesson designs. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Grounded Theory <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Narratives & case studies <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Interviews <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Classroom experience & lessons  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Search for relationships from data. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Formed lesson principles from student experiences & research. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Observations & reflections of her instructional design. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student feedback & evaluation of their products. || Sosa, T. (2009). Visual Literacy: The Missing Piece of Your Technology Integration Course//. Tech Trends //, 53(2). 55-58. Retrieved from EBSCO database. || || // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Cigarette Ad Deconstruction  //  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Using a socially meaningful project (cigarette ads), students learn the importance of VL skills. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Activist art. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Chung, Sheng K.    <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Asst. Prof. of Art Ed. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Univ. of Houston <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">How can students acquire VL skills to address the messages in advertising? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Qualitative research. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Action plan. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Case study generated with data from classes and research. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Research from tobacco companies, advertising techniques, case studies. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Profiles from stuents. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Researched relationships between data. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Analysis of data. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Observations and interviews. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Observations & reflections of data gathered. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student feedback & interviews. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Student products in workshop. || Chung, S.K. (2005). Media/Visual Literacy Art Education: Cigarette Ad Deconstruction. // Art Education //. 58(3). 19-25. Retrieved from ProQuest database. || || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Long, Trisha W.    <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Cleveland State <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Univ. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">How can we better train students to respond to images cognitively and emotionally? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Qualitative research; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Grounded theory; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Data showing relationship to subject; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Research from lessons <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Long developed named the ‘full circle process’: looking critically and responding emotionally to images. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Analysis of data and research gathered; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Interviews and student responses;  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Observations & reflections; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student responses and products in classroom lessons;  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Long, T., (2008). The full circling process: Leaping into the ethics of history using critical visual literacy and arts-based activism. // Journal of Adolescent & Adult Literacy, 51(60), 498-508. //Retrieved from Research Library. (Document ID: 1442013881). || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Gillenwater, C.    <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Ph.D. student, Educ. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">UNC, Chapel Hill  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">How can graphic novels be used in the classroom to deepen reading comprehension? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Qualitative Research <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Grounded Theory  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Searched for relationship between words and pictures; dual coding theory cited. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Data from existing research into visual and textual cognition. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Research of data only; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">No student observations noted; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Reflections re data. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Gillenwater, C., (2009). Lost literacy: how graphic novels can recover visual literacy in the literacy classroom. // Afterimage, 37(2), 33-36. //Retrieved from Academic Search Complete. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Callow, J.    <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher, Educ. & Social Work <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Univ. of Sydney <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Australia ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What strategies can be used to help students develop multi-literacies as they interact with images and print resources? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Qualitative research <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Grounded Theory that students (elementary) can learn the language of VL and can use it to discuss what they see and have learned. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Interviews; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Information from research; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Results of using the “Show Me” teaching framework. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Presented narratives from student contact; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Searched for connection between data; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Interviews with students to gauge their comprehension of the system. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Interaction with students; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Observations and reflection; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student responses and products when questioned; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Assessment tools created  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Callow, J. (2008). Show me: principles for assessing students’ visual literacy. // The Reading Teacher, 61. //(8), 616-620, 622-626. Retrieved from Research Library. (Document ID: 1474543421). || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Abrahmov, Shlomo Lee <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">School of Design <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Holen Institute <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Israel   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What visual literacy skills can be used to improve photography skills? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Qualitative research methods; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Case study of new instructional model; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Grounded Theory based on efficiency of dual classes and quality of student’s work  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Research of online vs on-campus learning models; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Three courses conducted over a year provided the data results of how successful the students were in their comprehension and work. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student’s online and product performance; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Peer evaluations; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student reflections; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student interviews. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Abrahmov, S., & Ronen, M. (2008). Double blending: online theory with on-campus practice in photography instruction. // Innovations in Education and Teaching International, 45 //(1), 3-14. Retrieved from Research Library. (Document ID: 1480083451). || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Development of a process of using enhanced visual skills with screen-based mediums. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Jefferies, Emma <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Doctoral Student <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Univ. of Northumbria, UK  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Is design education using the best methods of learning to foster students’ visual literacy skills in the digital domain?
 * <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">  || <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;">   || <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: center;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Topic, **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1.  ||  // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Visual Literacy and the Classroom  //  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Literacy education in schools.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">2  ||  // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">AThousand Words: Promoting Teachers’ Visual Literacy Skills  //  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teaching teachers how to read visually.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">3  ||  // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Using Visual Literacy to Help Adolescents Understand How Images Influence their Lives  //  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teaching students to think critically about images.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">4  ||  // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Making Sense of pictures: a beginner’s guide to teaching visual images.  //  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Provides background of studying images and how Eng. teachers can teach
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">5  ||  // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Visual Literacy: The Missing Piece of Your Technology Integration Course.  //  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Reports research results for teaching students integral VL skills and recommendations for tech. integration.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">6  ||  // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Media/Visual Literacy Art Education:  //
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">7.  ||  // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Full Circling Process: Leaping into the Ethics of History using Critical Visual Literacy and Arts-based Activitism  //  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Description of a process that teaches students to interact with a subject emotionally and intellectually.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">8  ||  // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lost Literacy: How Graphic Novels can Recover Visual Literacy in the Classroom  //  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Combining the print and visual literacy in graphic novels results in deeper student understanding of text.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">9  ||  // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Show Me: Principles for Assessing Students’ Visual Literacy  //  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Show Me framework of teaching VL includes assessment reflecting critical, affective and compositional skills.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">10  ||  // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Double Blending: Online Theory with On-campus Practice in Photography Instruction  //  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Incorporating visual literacy techniques into a photography course
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">11  ||  // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Devising a Method for Improving Design Educ. Of Digital Visual Skills  //  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

|| <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Action research: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Explorative approach to provide narrative account and grounded theory. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Test activities, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Interviews, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Open-ended questions  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Random sampling <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Narrative profiles formed from student interactions  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Observation, Reflection, Survey results compiled, Project evaluations <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teaching & Assessment  ||  Jeffries, E. (2007). Devising a method for improving design education of digital visual skills. // Journal of Visual Literacy, (27) //1. 123-138.   <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Using a photography course to understand VL    <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Palmquist, Nancy <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">HS Media Specialist <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Crestwood, KY  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">How do we help our students make sense of all the visual content they see? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Qualitative; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Grounded theory developed from her experience developing a photography course. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Narrative profiles from students, interviews, transcripts from notes, products    ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Observation & reflection; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Interaction with students & interviews  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Assessed student products and lessons; research from existing data   ||  Palmquist, N. (2008). Creating images to understand visual literacy. // Knowledge Quest. 36 //(3), 20-23. || ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Flannery, M. C.    <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Prof., Biology <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">St. John’s Univ. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">How can instruction for biology students be improved using visual technologies? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Qualitative research; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Personal classroom experiences; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Data collected <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Data collected online, from books, articles and at a conference, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Classroom interactions  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Categorical and thematic analysis; <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Observation and reflection  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Presented successful strategies used with various technologies. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Flannery, M. (2006). Thinking in pictures. // American Biology Teacher. 68 //(5), 299-303.   <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">   || // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">I See, I Do: Persuasive Messages and Visual Literacy // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Visual elements and methods of critically viewing images. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Farmer, L. S.    <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Professor, Cal State Univ. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Former Librarian <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">How can technological visual principles help students become critically viewers and thinkers? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Qualitative research, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Narratives  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Data collected online, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Studied case studies to develop VL theories  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Analysis of research, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Observation & reflection  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Reflecting on the data collected, Farmer presented strategies and principles of VL to incorporate in lessons. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Farmer, L.. (2007). I see, I do, persuasive messages and visual literacy. // Multimedia & Internet@Schools. 14 //(4), 30-33. ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">De Abreu, B.    <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Asst. Prof, PhD student <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Drexel Univ. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What messages are being conveyed in media and how can students learn to view them as critical consumers. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Qualitative research, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Personal exp. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Personal exp. Collaborating with teachers to present lessons   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Observation & reflection, analysis of research data   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student products (written & multimedia) supplied data for article. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">DeAbreu, B. (2008). Seventh grade students and the visual messages they love. // Knowledge Quest. (36) //3, 34-39. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">12  ||  // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Creating Images to Understand Visual Literacy  //  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">13  ||  // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Thinking in Pictures  //  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Using hi and lo tech methods to deepen comprehension of biology students.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">14  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">15  ||  // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Seventh Grade Students and the Visual Messages They Love  //  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The role of media for seventh graders and how to critically view images.

<span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Critique ** <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">A. Similarities ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The focus of each of these articles is how to best implement the integration of VL into curriculum in order to improve student achievement and their personal lives. Although their definition and focus varied somewhat, the authors were primarily concerned with improving the minds and lives of students through teaching them how to view and produce images. My first and second articles were the only ones that dealt with the theory of VL and why it was so important to use it with our students. Although the definition of VL differs somewhat in its application, the basic definitions are very similar in each article. As I began to narrow my focus for the project, I chose ones that were more useful in nature. Eight of the 15 articles (# 3, 4, 6, 7, 8, 9, 11, 12 and 15) addressed the practical aspect of incorporating VL into a lesson. The authors present their view of the importance of VL by way of the introduction, but then move on to share how they were able create a lesson for doing so. These articles are especially valuable because they come from teachers that are successfully using the methods they are promoting in a classroom setting and are providing important data regarding their implementation. A number of assessment strategies and tools were included also. When my problem statement focused on technology integration as the tool for implementing VL into the curriculum, I searched for articles that included that feature. Two of the ones in the chart (#12, 13) specifically wrote about the use of a technology, but it was alluded to in many of the other articles. All of the articles used qualitative research, with none presenting any mixed or quantitative data. <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">B. Differences ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">There were very little differences in this group of articles. The ones I chose to support my research were geared toward the broad goal of VL instruction and integration in middle and high school settings. Only one article focused on elementary students, but I included it because it contained valuable assessment strategies that can be adapted to older students. The most striking difference between the articles was the instrument that was used for instruction. Two articles highlighted the use of photography, one used a number of interesting online resources for teaching biology, another promoted graphic novels, images were key to many, and the remainder mentioned a variety of multimedia tools. <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">**<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;"> Strengths ** <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">These articles are extremely useful in my research because they provide not only a multifaceted vision of what VL can be in a student’s life, but ideas and strategies are presented for accomplishing that goal. Each author had a slightly different perspective on how to improve a student’s critical thinking skills or how to help him really see an image more deeply and connect with it emotionally. <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Palmquist (#12), Abrahmov (#10) and De Abreu (#15) all utilized photography to help their students understand VL. These articles will be good examples of a technology that can be integrated into a lesson and offers a wealth of opportunities for instruction. Three other articles (# 5, 7 & 9) offer practical tips when studying or creating images that will especially support the photography lessons. <span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;"> ** <span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt; line-height: 115%;">Weaknesses ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">This collection of articles does not contain enough research about technologies that were effective in using the VL skills that are being taught. Unfortunately, I did not choose the technology aspect to focus my research on until too late to include more articles. I do however have some other articles that offer strategies and examples of technology integrations that I am going to reference. I do wish I had located more data regarding any analysis strategies that were used to quantify either how VL improved student understanding and presentations or how a technology enhanced VL skills. There were some articles that addressed the subject, but without any quantitative data. This may just be the ‘nature of the beast’; many of the acquired VL skills are not able to be evaluated objectively. I have a number of other articles that address different technologies that will be used in the final project. ** <span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt; line-height: 115%;">Take Away ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">These articles have been invaluable in giving me a better understanding of the various uses and applications of visual literacy as well as a deeper appreciation for its significance. It is a broad subject, but provides multi-dimensional lessons in helping students develop skills for school and life. The knowledge I have gained from the research has made me an even stronger proponent of visual literacy. I have already learned so much about VL that will help me as a media specialist working with teachers and students to improve comprehension and reflection skills. I want to develop a number of lessons, activities and multimedia products for our students to learn about VL. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">I was struck again regarding the time it takes to do thorough research and how involved it is to pull out the information that you need for a paper. It is much like Huff mentioned – at some point you have to quit reading and get to writing! I am at that difficult juncture, although I feel like I could just read for a few more months and would still be just scratching the surface of the subject. It is good we have an assignment calendar! <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">