Research+Plan+(Draft)

** Pat Auger ** ** University of West Georgia ** ** MEDT 8484 **
 * RESEARCH PLAN **  ** How Can Technology Support the Teaching of Visual Literacy to Students? **

**Topic Overview ** Our first reading experience is with pictures, but once we learn how to read words, deciphering visuals becomes a thing of the past. (Citations) 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 is frequently central to what they think and how they relate to the world around them. (Citations) Television, film and advertisements teach them about the world, but often provide an unrealistic value system. (Citations) Appropriate dress, conversation, behavior, relationships and knowledge constructs are often dictated by commercial entities. Teens have been passive recipients of a vast quantity of visual representations without the benefit of critical review (Burns, 2006) ﻿. However, visual literacy is a skill that can be learned in order to better understand these messages and communicate their own ideas. (Citations)

Visual literacy can be simply defined as a person's "ability to see, understand, and ultimately to think, create, and communicate graphically (Thibault and Walbert, 2003). John Debes, first president of the International Visual Literacy Association and creator of the term, "visual literacy", viewed the capability as a natural assimilation of sight and the other senses. He maintained that a visually literate person is able to "discriminate and interpret the visible actions, objects, symbols, natural or man-made, that he encounters in his environment" (as cited in IVLA, 2010). Not only is an individual then able to communicate creatively, but also to understand and appreciate great works that speak to us visually. Students need to be trained to ask questions about images they see, such as: "What am I viewing? What was the creator's intent? What meaning does it have for me? Does the text and picture convey a message?" As information is gathered from an image, students can categorize it contextually and ascertain authenticity. It is the beginning of becoming visually intelligent and is a basis for critical thinking, a necessary skill for the 21st century (Burmark, 2002).

The influx of multimedia technologies has brought new challenges to teachers also. (Citations) There is now a need to provide instruction regarding how to design and communicate their ideas digitally. Students must develop increasingly complex multimedia presentations, yet do so without adequate instruction (Riesland, 2005). The skills encompassed in visual literacy range from a basic knowledge of the elements of a picture or graphic to comprehension and analysis of visuals such as maps, diagrams or charts (Thibault and Walbert, 2003). Furthermore, visual images are now easily duplicated and manipulated making it more difficult for viewers to know if what they are seeing is real. Chung (2005) advocates teaching visual and media literacy to aid students in critical assessment of advertisements and their influential messages.

My goal for this research is to not only define and promote visual literacy, but to ascertain how technology can support the teaching of these skills. Students need to recognize the value of visuals in their lives as well as learn to view them critically. They may believe that they understand all about computers and software, but all too often they cannot understand the distinctions between technologies and their most effective utilization (Spalter and van Dam, 2008). Every discipline can benefit from a deeper understanding of visual literacy. In my research, I want to demonstrate how effective technology can be in supporting visual literacy lessons.

**Literature Review ** **Introduction **

The value of teaching visual literacy to students is reflected in educational literature reporting an increase in comprehension and critical thinking. (Citations) There are numerous introductions to the subject, instructional strategies for implementation and methods of using technology to support the teaching of visual literacy in the classroom. In our visual culture, we are being continually bombarded by images, yet our comprehension of the true messages and influences of those images remains rudimentary. The phrase, “a picture is worth a thousand words”, is often used to support the premise that images are invaluable in conveying a message. Teaching students how to read an image, interpret the message and its implications are all elements of learning how to be visually literate (Millum, 2009). The common theme of the articles I read, as noted by Riesland (2005), is the belief that for students to benefit most from the classroom experience, they must be visually literate. Australia is one country that has mandated visual literacy be included in their curriculum; students need to be conversant in the concepts and language (metalanguage) that helps them communicate regarding images and text (Callow, 2008). A number of instructional strategies, techniques and examples for integrating visual literacy skills into curriculum, including the use of technology as a tool for implementation. (Citations)

Visual literacy is a multi-dimensional field of study and as such, has many definitions and goals. Basically, it is a person’s ability to read and understand images and to use them to communicate effectively; it is a competency that can be learned and developed with training. Being able to decode meaning from pictures is as important as learning to read text. Pictures offer a precise meaning and can be used alone to offer instruction or paired with print for a more complete understanding of a subject (Burns, 2006). Roland Barthes (as cited in Millum, 2009, p. 3), believes that each visual comes with one or more of three messages: linguistic, literal opposed to symbolize and connotation or interpretation. (Need to elaborate your last sentence) Analyzing images using these guidelines can aid students as they begin to study images and their meaning. (How?)
 * Definition and Use **

Expanding on the sole use of pictures, Gillenwater (2009) uses the symbiotic relationship within graphic novels to combat what he terms, “visual illiteracy” (p 33). This format is multimodal, merging text and image to communicate a story and provide a broader learning experience. For the reader to gain a complete understanding of the story, he must merge the two components. This dual coding is suggested to be a better form of teaching reading comprehension to students. For example, a family escaping the Dust Bowl may be visualized differently by each student in a classroom when Karen Hesse’s book, //Out of the Dust (1997) //is read to them, but the photograph of a victim offers definition and clarity (Long, 2008).

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Although many students know how to create multimedia presentations, most have very little training in the use of tools for creating effective images. (Are you equating tools to design principles) The use of good design principles in the classroom will awaken students to the power of visual elements in their products. Sosa (2009), a college professor of design, includes the proper use of fonts, layout, balance, displays of word art and other images, color use and appropriate spacing in her lessons. Her article also features examples of good versus poor design, visual awareness and in-depth design principles to create a practical resource for teachers. The rubric is devised to give equal weight to specific design requirements and technological skills. Jefferies (2007), a British educator is also involved in the area of design and the use of screen-based mediums. Her goal was to determine if design students were being taught using the most appropriate visual literacy training for their chosen digital medium. She notes that the use of screen based multimedia tools (as opposed to physical tools) are creating the demand for a new visual skill set. These developments will necessitate the formation of diverse teaching methods that are able to meet the needs of both student learning styles and ever changing communication modes.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Similarly, training is needed in decoding the meaning behind images and symbols used by advertisers to persuade their audience to change a behavior or buy a product. (Citations) Chung (2005) has created the “AdDeconstruct Project” to teach students how to analyze (cigarette) ads in terms of their overt and perceived messages. Through writing and dialog meetings, they learn to critically view how they are targeted as consumers. Their final project, using Photoshop, is to redesign the ad and present it to the public. (As what?) Projects such as these help students learn to ‘read’ what advertisers are saying to them and ask important questions (Riesland, 2005).

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Images used in advertising can also influence how teens perceive themselves and construct a basis for their actions. (Citations) Zambo (2009) maintains that adolescents are vulnerable to inaccurate world views and life experiences as portrayed in images. Her work with students with physical disabilities and the use of visual literacy lessons is designed to encourage them to change their misconceptions. She notes that photographs are “rarely neutral or devoid of social, cultural or political context” (page # shd be inserted here) and are a key part of a teen’s world (p. 64). <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students are led to participate in critical thinking and emotional reflection exercises based on photographs and ad campaigns that are a key part of their world.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">A number of technologies can be utilized to support the instruction of visual literacy. (Citations) One of the most accessible and student-friendly technologies available for teaching visual literacy is photography. Both Abrahmov (2008), and Palmquist (2008) teach photography because they believe strongly in its value in society as a social and cultural medium. They did however see a need for educating their students in reading and constructing photos in order to more effectively convey a message. Observations, personal responses and evaluations were an ongoing part of both classes. Palmquist used ad campaigns (such as Dove’s Real Beauty), photo studies and practical tips for using a camera to engage her students and assess critical thinking skills and understanding. Each class member participated in a display of their photos providing measurable results, demonstrating student improvement and how well the theories of visual literacy were combined with the practical aspects of photography.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Technology Integration **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Long (2008) created Full Circling, a process to teach history using visual tools. Students are guided through a series of interactions with visuals and then become actively involved by means of their response. Her aim is to have students not only involved intellectually with the subject matter, but also emotionally. Her research has shown that seeing pictures relating to a specific time period or event bring a new dimension to class discussions, encouraging critical thinking and deeper involvement with the lesson. She discovered that as students are invited to become involved with the people they are studying, they will respond with more passion and conviction. This connection will result in more writing and reading on the part of the student. At the end of the study, Long requires a plan of action from the students to convey their understanding and response to ethical conflicts in the lesson. They created diaries, stories, plays, musicals and even a tableau of live actors – all designed to convey what they have internalized from the text and image presented.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Visual tools used with various technologies have been a successful component in Flannery’s (2006) experience teaching biology students. In her article, she divides the available resources for biology teachers into a low-tech or high-tech category. Blogs, digital pictures and video streaming are examples of high-tech tools that are readily available online. For example, teachers can present lessons on genetics using graphics, 2-D and 3-D representations or even a visual environment demonstrating features that words alone could not explain. Low-tech aids can include tables, graphs or charts which still have a valuable place in portraying information due to their organized framework. Svinicki explains that “Visuals are particularly useful for teaching because they invite, indeed demand, relational learning. The mind stores information as a network of relationships” (as cited in Flannery, 2006, p. 301). One important visual aid that is frequently overlooked as being too simplistic is the tree. When the meaning of the lines and connections is explained, it can be a powerful tool for both teachers and students. Flannery concludes that each visual device has a place in learning and can be used effectively to facilitate student comprehension.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Another exciting technology to use with students is film. In this case, it is the presentation of movies used to engage students in meaningful dialog and encourage them to interact with relevant current issues. In his book, //<span style="font-family: 'Arial','sans-serif';">Teaching Social Issues with Film (2009), // Russell created a practical tool utilizing movies to address social issues. The films and subjects are geared toward Social Studies’ classes, but many could be effectively used in a number of other classes. Using the Russell Model for Film, a teacher will benefit from the questions and suggestions it offers to guide students through a film viewing. The book provides a detailed list of 180 films categorized within 30 different social subjects. A brief synopsis of the film is given and the topic is defined. Film used as the visual starting point of discussion can be instructionally beneficial in many areas: students become wise consumers of media, critical thinking is learned and internalized, proficiency in communication skills increases and students learn how to analyze any image or message.

<span style="display: block; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: center;"> **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Research Problem ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">How can technology support the teaching of visual literacy to students? Students need instruction in how to process pictures and graphics critically and reflectively. A number of strategies and techniques are available to teachers wanting to incorporate visual training into their lessons. (Citations) Because visual literacy is a skill that can be learned and internalized, teachers can easily utilize a variety of available materials and technologies. Educators will enhance their communication with their students using visual literacy tools and technologies that support it. Students will increase their comprehension and critical thinking skills and be able to more effectively create products that reflect visual literacy principles.

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Research Methodology & Design **

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Data Collection & Instrumentation **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">The subject of visual literacy applies itself to a grounded theory because of its understanding and generality (Johnson & Christensen, 2008). The research articles have consisted of case studies and narratives that have been useful in demonstrating the most effective methods of teaching visual literacy issues, enhanced through technology. The study will begin by surveying teachers regarding their knowledge of the use of visuals in instruction, technologies used by their students for projects and their interest in incorporating a visual literacy lesson into their curriculum. The survey (Appendix A) has been written by this researcher and will be distributed to forty teachers. (What is in the survey?) Based on the results of the survey, interviews will then be conducted with teachers interested in having a visual literacy component included in their lesson plans. The interviews will take place at the teacher’s convenience and will last no more than thirty minutes. The results of their interests, goals and collaboration needs will be compiled and analyzed in order to design an appropriate lesson plan. The participants for my study will be high school students in classes of teachers willing to include the visual literacy component in their curriculum. Permission forms will not be required as the lessons will be offered as a complement to the teacher’s course of study and will be conducted during school hours.

I am not clear what you are trying to do -- what is the activity and what is the data that needs to be collected. How will you analyzed the data and how it will answer your research question?

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Johnson & Christensen (2008) describe qualitative data as including observations, interviews with people about their opinions and experiences and document review. I have included the data collection tools in order to provide solid feedback as to how effective the instruction is and if we are meeting the standards for the chosen lesson. Data from students will be collected prior to the visual literacy lesson through the use of a survey to ascertain their understanding and knowledge about the subject. During the lesson, qualitative data will be gathered using interviews in an informal, conversational style. Naturalistic observation will also be used to understand a student’s feelings and reactions to images. Questions are open-ended and part of the lesson (Appendix B). A rubric (Appendix C) will guide students in their product creations which will be used as the final assessment. Their skill in using technology to convey visual design principles will demonstrate student comprehension and will be supported by narratives and personal reflections. For example (Is this just an example or is this process involves your data collection?), a lesson about visual literacy and deconstructing advertisements will include an initial diagnostic assessment of student knowledge regarding the elements of an advertisement. After instruction about the ad elements, interviews will be conducted with the students about advertising, how the elements combine to convey a message and their reaction to the ads. Next, instructions will be delivered for using Voice Thread, an online resource for multimedia production. They will use this technology to reconstruct an ad, but containing their own revised message. A rubric will be used to assess their appropriate use of technology and inclusion of advertising elements. (So what data will be collected?)

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Data Analysis **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">The holistic perspective as described by Johnson & Christensen presents key points in the analysis of my data that I gather. This qualitative research will "focus on complex interdependencies and system dynamics that cannot meaningfully be reduced to a few discrete variables and linear, cause and effect relationships" (p. 393). The collection of data will be maintained throughout the lesson and will be concurrent with the analysis. There will be ongoing interaction between the researcher, data collected and the developing theory (Johnson & Christensen, 2008). (Explain some more -- not clear especially for those who are not familiar with the concepts or processes you are discussion here) Open and axial coding will reveal categories and relationships as the students internalize the visual literacy principles and demonstrate skills using technology to reflect their comprehension .(Again, needs more explanation. Provide an example on how you will do this step by step)

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Timeline **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Determining how technology supports the teaching of visual literacy will take place over a thirteen to fifteen week period. Four weeks before implementing the lessons, surveys will be distributed to teachers, interviews conducted and the results compiled. Based on these results, two weeks will be used to design lessons appropriate to each discipline and subject being studied. Classes will be scheduled and materials will then be prepared for teaching. The next three to five weeks will be spent teaching visual literacy classes, collecting data from observations, interviews and student products. Two more weeks will be utilized in analyzing data, and compiling results. The final week will be used to share the results of the research with the staff and administration.

(Maybe you need to flip your table)
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Week 1-4 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Week 5-7 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Week 8-13 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Week 14-15 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Week 16 ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Surveys to teachers Conduct interviews; Compile results || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Design lessons; Schedule classes; Materials prep. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Teach VL classes; Collect data || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Participant feedback; Analyze data; Compile results || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Share results ||

<span style="display: block; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: center;"> **<span style="color: black; font-family: 'Arial','sans-serif';">References **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Abrahmov, S., & Ronen, M. (2008). Double blending: online theory with on-campus practice in photography instruction. //<span style="font-family: 'Arial','sans-serif';">Innovations in Education and Teaching International, 45 ////<span style="font-family: 'Arial','sans-serif'; font-style: normal;">(1) ////<span style="font-family: 'Arial','sans-serif';">, // 3-14. Retrieved from Research Library. (Document ID: 1480083451).

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Burmark, L. (2002). //<span style="font-family: 'Arial','sans-serif';">Visual literacy: learn to see, see to learn. // Alexandria, VA: Association for Supervision and Curriculum Development.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Burns, M. (2006). A Thousand Words: Promoting Teachers’ Visual Literacy Skills. //<span style="font-family: 'Arial','sans-serif';">MultiMedia & Internet Schools, 13 ////<span style="font-family: 'Arial','sans-serif'; font-style: normal;">(1) ////<span style="font-family: 'Arial','sans-serif';">, // 16-20. Retrieved from EBSCO database.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Callow, J. (2008). Show me: principles for assessing students’ visual literacy. //<span style="font-family: 'Arial','sans-serif';">The Reading Teacher, 61 ////<span style="font-family: 'Arial','sans-serif'; font-style: normal;">(8) ////<span style="font-family: 'Arial','sans-serif';">, // 616-620, 622-626. Retrieved from Research Library. (Document ID: 1474543421).

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Chung, S.K. (2005). Media/Visual Literacy Art Education: Cigarette Ad Deconstruction. //<span style="font-family: 'Arial','sans-serif';">Art Education. 58 ////<span style="font-family: 'Arial','sans-serif'; font-style: normal;">(3). // 19-25. Retrieved from ProQuest database.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Flannery, M., (2006). Thinking in pictures. //American Biology Teacher, 68//(5), 299-303.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Gillenwater, C. (2009). Lost literacy: how graphic novels can recover visual literacy in the literacy classroom. //<span style="font-family: 'Arial','sans-serif';">Afterimage, 37 ////<span style="font-family: 'Arial','sans-serif'; font-style: normal;">(2), // 33-36. Retrieved from Academic Search Complete.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">International Visual Literacy Association, (2010). What is “visual literacy”? Retrieved from: []

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Jeffries, E. (2007). Devising a method for improving design education of digital visual skills. //Journal of Visual Literacy, 27//(1), 123-138.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Johnson, B., & Christensen, L. (2008). //<span style="font-family: 'Arial','sans-serif';">Educational research: quantitative, qualitative, and mixed approaches //. (3rd ed.). Thousand Oaks: Sage Publications, Inc.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Long, T., (2008). The full circling process: Leaping into the ethics of history using critical visual literacy and arts-based activism. //<span style="font-family: 'Arial','sans-serif';">Journal of Adolescent & Adult Literacy, 51 ////<span style="font-family: 'Arial','sans-serif'; font-style: normal;">(60), // 498-508. Retrieved from Research Library. (Document ID: 1442013881).

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Millum, T. (2009) Making sense of pictures: a beginner’s guide to teaching visual images. //<span style="font-family: 'Arial','sans-serif';">English Drama Media 14 //, 37-42. Retrieved from EBSCO database.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Palmquist, N. (2008). Creating images to understand visual literacy. //Knowledge Quest 36//(3) 20-23. Retrieved from EBSCO database.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">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;">[]

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Russell, W. (2009). //Teaching social issues with film.// Charlotte, NC: Information Age Publishing, Inc.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Sosa, T. (2009). Visual literacy: the missing piece of your technology integration course. //<span style="font-family: 'Arial','sans-serif';">Tech Trends //, //53//(2), 55-58. Retrieved from EBSCO database.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Spalter, A., & van Dam, A. (2008). Digital visual literacy. //Theory Into Practice, 47//(2), 93-101.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Thibault, M. & Walbert, D., (2003). Reading images: an introduction to visual literacy. //LearnNC,// 2005. Retrieved from [|http://www.learnc.org]

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Zambo, D. (2009). Using visual literacy to help adolescents understand how images influence their lives. //<span style="font-family: 'Arial','sans-serif';">Teaching Exceptional Children 41 ////<span style="font-family: 'Arial','sans-serif'; font-style: normal;">(6), // 60-67. Retrieved from EBSCO database.

**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal;">Literature Cited **
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 10pt;">Hesse, K. (1997). //<span style="font-family: 'Arial','sans-serif';">Out of the dust. //New York: Scholastic, Inc.