This book examines the importance of visual literacy education, offering strategies for improving the visual analytic abilities of teachers and students.
Teaching Visual Literacy in the Primary Classroom shows how everyday literacy sessions can be made more exciting, dynamic and effective by using a wide range of media and visual texts in the primary classroom. In addition to a wealth of practical teaching ideas, the book outlines the vital importance of visual texts and shows how children can enjoy developing essential literacy skills through studying picture books, film, television and comic books. Designed to take into account the renewed Framework for Literacy, each chapter offers a complete guide to teaching this required area of literacy. Aimed at those who want to deliver high quality and stimulating literacy sessions, each chapter contains a range of detailed practical activities and resources which can be easily implemented into existing literacy teaching with minimal preparation. In addition, each chapter gives clear, informative yet accessible insights into the theory behind visual literacy. Containing a wealth of activities, ideas and resources for teachers of both Key Stage 1 and Key Stage 2, this book discusses how children's literacy skills can be developed and enhanced through exploring a range of innovative texts. Six chapters provide comprehensive guides to the teaching of the following media and literacy skills: picture books film and television comic books visual literacy skills genre adaptation. Teaching Visual Literacy in the Primary Classroom is an essential resource for all those who wish to find fresh and contemporary ways to teach literacy and will be useful not only to novices but also to teachers who already have experience of teaching a range of media. Students, primary school teachers, literacy co-ordinators and anyone who is passionate about giving pupils a relevant and up-to-date education will be provided with everything they need to know about teaching this new and ever-expanding area of literacy.
Learn how to teach visual literacy through photography—an easy way for you to combine student interest with resources at hand to enhance a key learning skill. • Discusses visual literacy, critical thinking, and photography • Shows that librarians are often key to teaching and supporting visual literacy • Provides a nontechnical approach anyone can use • Fits with the popular makerspace movement • Offers activities with standards and essential questions to help teachers insert these suggested activities into their lesson plans
"Much of the research in the area of memory and lifelong learning supports the rationale that we learn quickly and deeply through images. Part of our work in higher education is helping students learn to interpret and create the visual images they will encounter during and after their college or university experience. This volume is focused on teaching and learning with visuals and provides innovative examples of teaching with images in both disciplinary and interdisciplinary contexts"--Page four of cover.
Seminar paper from the year 2015 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 12 Punkte, Justus-Liebig-University Giessen, language: English, abstract: The 21st century is an age in which images in various forms play a dominating role, be it in magazines and newspapers, TV and cinema, or the Internet. As a consequence, children growing up in this media age are inevitably confronted with a flood of images from early age on. This fact makes it necessary to address such topics as visual learning and visual literacy also at school. This seems important for at least two reasons: First, in an age where visual communication plays a vital role, children are required to acquire visual literacy already at an early age in order to be able to learn to judge, interpret and communicate with images in the right way. Second, visual media, like, for example, photographs, films, comics, and graphic novels, are calculated to make lessons more attractive and motivate students, and thus make learning easier and more fun. This is not only true for subjects taught in the mother tongue, but also for English as a foreign language (EFL). Since in Germany English is already taught in primary school, visual learning may provide a way to facilitate EFL by offering a playful approach and, furthermore, by profiting from children’s interest in visual worlds. Thus, as underscored by Stafford (2011: 2), visual teaching is not just another trend, but rather bears witness to a highly necessary adjustment of the curriculum to reality, i.e., new forms of communication, especially the Internet and smart phones. The work at hand deals with the question, why visual learning should be taught in primary school, and will provide an overview of the various reasons which are relevant in that respect as well as the most important strategies of visual teaching. In the first chapter, the concepts of visual learning and visual literacy will be looked at and their most important characteristics will be dealt with. Furthermore, the various reasons for teaching visual learning in primary school will be discussed. Furthermore, a short overview of possible strategies to be used in visual teaching is offered. In the second chapter, there will be a critical discussion of the topic, including the use of new media like Internet in the classroom.
Presents articles that describe how teachers and literacy specialists can use visual media, including graphic novels, cartoons, and picture books, to motivate reading.
Visual Literacy examines how teachers can use visuals to improve learning for all students. It provides teachers with a foundation in visual literacy, defined as the ability to read, think, and communicate with visually presented information. Results of studies of students’ using visual information indicate that most students are clearly lacking in the tools needed to use visuals effectively. The book orients teachers to visual literacy and the world of visuals. It discusses various classroom tested strategies and activities for all students, including second language learners, and students with special needs. Stressing visual literacy skills helps students understand a visual more deeply so they can master the content they are learning. Teachers will learn to employ a literacy triad of reading, thinking, and communicating to aid students in their study of visuals. First, they inquire into the visual, reading it for content and context, including assessing the authenticity of the document. Second, they think about the document by analyzing, interpreting, and evaluating it to come up with answers to their inquiry. Graphic organizers help students decipher the content and understand the meaning of the visual document, connecting it to prior and future instruction. Third, they communicate their findings using visuals.
This book focuses on how to effectively integrate the teaching and learning of visual and media literacies in K-12 and higher education. Not only does it address and review the elements and principles of visual design but also identifies, discusses and describes the value of media in learning diverse and challenging content across disciplines. Finally, this book provides a balanced treatment of how visual and media literacies support deep content learning, student engagement, critical thinking, creativity, problem solving, and production.
In this volume, the authors focus on the importance of inclusiveteaching and the role faculty can play in helping students achieve,though not necessarily in the same way. To teach with a focus oninclusion means to believe that every person has the ability tolearn. It means that most individuals want to learn, to improvetheir ability to better understand the world in which they live,and to be able to navigate their pathways of life. This volume includes the following topics: best practices for teaching students with social, economic,gender, or ethnic differences adjustments to the teaching and learning process to focus oninclusion strategies for teaching that help learners connect what theyknow with the information presented environments that maximize learners’ academic and socialgrowth. The premise of inclusive teaching works to demonstrate that allpeople can and do learn. Educators and administrators canincorporate the techniques of inclusive learning and help learnersretain more information. This is the 141st volume of the quarterly Jossey-Bass highereducation series New Directions for Teaching and Learning. Itoffers a comprehensive range of ideas and techniques for improvingcollege teaching based on the experience of seasoned instructorsand the latest findings of educational and psychologicalresearchers.
