Engaging the Eye Generation: Traditional, Informational, & Visual Literacy Strategies   Johanna Riddle New Smyrna Beach, F...
 
 
 
 
 
 
Educating for the 21 st  century means nurturing a generation of “meaning makers”. <ul><li>forging relationships   vs . ex...
 
New NETS in a Nutshell: <ul><li>Inspire  student learning </li></ul><ul><li>Allow  students to work through processes </li...
Functional Literacy: Then and Now
 
The Current Definition of literacy includes, but is not limited to: <ul><li>Reading and Writing </li></ul><ul><li>Listenin...
What is Visual Literacy? <ul><li>Visual literacy is the ability to understand and use images, including thinking, learning...
 
 
television computers ipods youtube gaming devices print media
 
 
 
HTH UC    :-O,  IMO, II make U H-)!  Texting lingo—and here’s the translation: “Hope this helps you see that basic langua...
“ What’s important is that kids understand  the technologies that surround them,  especially as our telephone, our televis...
Is Piaget   Déclassé’?
I  See Spot. .
It does make one wonder if the educational traditions we hold so dear are  disappearing forever!
Concrete to Abstract Literal to Conceptual
“ CLOUD  CURRICULUM”
Primary
Modeling Visual & Information Literacy Skills   SCIENCE   LANGUAGE ARTS  GUIDANCE  VISUAL LITERACY   VISUAL ART   TECHNOLO...
 
 
 
 
Shared Standards Language Arts Standards require  that students predict what a passage is about. Visual literacy contribut...
Shared Standards Language Arts Standards require that students increase comprehension by re-reading,  re-telling, and disc...
Shared Standards Language Arts Standards require that students determine the main message or idea and identify supporting ...
Shared Standards Language Arts Standards require that students make a plan for writing that includes a central idea and re...
Shared Standards Language Arts Standards require that students carry on conversations with another person, seeking answers...
Shared Standards Language Arts Standards require that students understand that their word choices shape ideas, feelings, a...
...and there's more! Describes a wide variety of classification, schemes, and patterns related to physical characteristics...
<ul><li>Demonstrates creative thinking and construct knowledge to develop products using technology. </li></ul><ul><li>Use...
Intermediate Late Primary/Early Intermediate Grades
Building Independent Learners & Thinkers TECHNOLOGY   INFORMATION LITERACY  MULTIDISCIPLINARY  STUDIES  TRADITIONAL & VISU...
Information Skills & Management locating information from a range of resources prioritizing and evaluating, and organizing...
 
 
 
 
 
 
 
 
 
 
 
 
www.mrsriddle.blogspot.com
 
 
 
 
 
Intermediate Grades
Creating Conceptual Communicators AGGREGATE LEARNERS  COLLABORATIVE   COMMUNITIES   GLOBAL COMMUNICATORS  INDEPENDENT THIN...
Symbolism &Problem Solving
 
 
 
Problem: What happens when cultures collide? Problem Based  Learning &  Big Ideas
Ferdinand Magellan <ul><li>My dream was to see the Spice Islands </li></ul><ul><li>Although it was uncomfortable and crowd...
 
 
 
On an unusual day, Jory and his sister take a walk in the forest. Suddenly, Jory’s sister, Kadyn, disappears.Jory searches...
 
 
 
 
Middle School <ul><li>LEARNING COMMUNITIES   CREATIVE APPLICATION   INTERDISCIPLINARY LEARNING </li></ul><ul><li>REFINING ...
 
 
 
 
 
<ul><li>English: “Hey man, what’s up with you?” </li></ul><ul><li>German: “Hey Mann, was ist mit Ihnen?”  (“Hey Mann, what...
 
 
 
 
HIGH SCHOOL & BEYOND
 
 
 
 
 
Be brave.
 
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Engaging The Eye Generation

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Slideshow presentation of Engaging the Eye Generation by Johanna Riddle (Stenhouse, 2009).Defines today'sl learners, examines the concept of "new literacy", provides a sequential, spiraling model for developing multiple literacy skills in the classroom.

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Engaging The Eye Generation

  1. 1. Engaging the Eye Generation: Traditional, Informational, & Visual Literacy Strategies Johanna Riddle New Smyrna Beach, Florida
  2. 8. Educating for the 21 st century means nurturing a generation of “meaning makers”. <ul><li>forging relationships vs . executing transactions </li></ul><ul><li>tackling novel challenges vs. solving routine </li></ul><ul><li>problems </li></ul><ul><li>synthesizing the big picture vs. analyzing a single </li></ul><ul><li>component </li></ul><ul><li>Daniel Pink, A Whole New Mind </li></ul>
  3. 10. New NETS in a Nutshell: <ul><li>Inspire student learning </li></ul><ul><li>Allow students to work through processes </li></ul><ul><li>Encourage collaboration </li></ul><ul><li>Include students in the learning process </li></ul><ul><li>Work alongside your students </li></ul><ul><li>Design digital age learning experiences and assessments </li></ul>
  4. 11. Functional Literacy: Then and Now
  5. 13. The Current Definition of literacy includes, but is not limited to: <ul><li>Reading and Writing </li></ul><ul><li>Listening and Speaking </li></ul><ul><li>Analyzing and Communicating </li></ul><ul><li>by the use of a variety of socially contextual symbols, including text, images, in any combination relevant to the individual or culture. </li></ul><ul><li>BTW, there are over 338,000 hits on Google for “definition of literacy.” </li></ul>
  6. 14. What is Visual Literacy? <ul><li>Visual literacy is the ability to understand and use images, including thinking, learning, and expressing oneself in terms of images. </li></ul>
  7. 17. television computers ipods youtube gaming devices print media
  8. 21. HTH UC  :-O, IMO, II make U H-)! Texting lingo—and here’s the translation: “Hope this helps you see that basic language, in my opinion, can make you crosseyed.”
  9. 22. “ What’s important is that kids understand the technologies that surround them, especially as our telephone, our television, and our computer race to become one entity. That way, new technology can become the useful tool of the child, instead of the child becoming the useful tool of technology .” --Linda Ellerbee journalist and producer
  10. 23. Is Piaget Déclassé’?
  11. 24. I See Spot. .
  12. 25. It does make one wonder if the educational traditions we hold so dear are disappearing forever!
  13. 26. Concrete to Abstract Literal to Conceptual
  14. 27. “ CLOUD CURRICULUM”
  15. 28. Primary
  16. 29. Modeling Visual & Information Literacy Skills SCIENCE LANGUAGE ARTS GUIDANCE VISUAL LITERACY VISUAL ART TECHNOLOGY SKILLS Topic: Unlikely Friendships Researching & organizing information Creating & collaborating Acquiring visual & technical skills Reading and writing: traditional literacy skills Guided discussion & subject content
  17. 34. Shared Standards Language Arts Standards require that students predict what a passage is about. Visual literacy contributes to this by guiding children through critical interpretation of accompanying images. We saw these literacies working together when children interpreted the images to predict when Owen and Mzee became friends.
  18. 35. Shared Standards Language Arts Standards require that students increase comprehension by re-reading, re-telling, and discussion. Visual literacy contributes to this by providing opportunities for students to create visual representations of concrete and abstract concepts within a story. We saw these literacies working together when students developed collage representations of the abstract concept of “friendship”.
  19. 36. Shared Standards Language Arts Standards require that students determine the main message or idea and identify supporting information. Visual literacy contributes to this by organizing, prioritizing, and presenting information graphically. We saw these literacies working together when students developed Venn diagrams comparing and contrasting the characteristics of hippos and tortoises.
  20. 37. Shared Standards Language Arts Standards require that students make a plan for writing that includes a central idea and related ideas. Visual literacy contributes to this by teaching children to make thoughtful selections and interpretations of imagery within the context of a particular concept or idea. We saw these literacies working together when students developed a list of indicators that Owen and Mzee are friends.
  21. 38. Shared Standards Language Arts Standards require that students carry on conversations with another person, seeking answers and further explanations of the other’s ideas through questioning and answering. Visual literacy contributes to this through collaboration and creative solving in the development of meaningful imagery. We saw these literacies working together when students paired up to develop collage images that expressed the concept of friendship.
  22. 39. Shared Standards Language Arts Standards require that students understand that their word choices shape ideas, feelings, and actions. Visual literacy contributes to this through the thoughtful inclusion and arrangement of imagery, color, and placement with the intent to communicate. We saw these literacies working together when students developed descriptive sentences to accompany the photographs they produced.
  23. 40. ...and there's more! Describes a wide variety of classification, schemes, and patterns related to physical characteristics. (Florida Sunshine State Standards, algebraic thinking) . Creates a wide variety of patterns and relationships using symbols and objects. (Florida Sunshine State Standards, data analysis and probability). Knows that objects can be classified by physical properties, e.g., color, shape, size. (Florida Sunshine State Standards, nature of matter) Knows the basic needs of living things. (Florida Sunshine State Standards, processes of life) Knows that it is important to observe and compare things in order to learn. (Florida Sunshine State Standards, processes of life) Uses simple maps and globes to locate places. (Florida Sunshine State Standards, geography) MATH SCIENCE SOCIAL STUDIES VISUAL ART Knows how subject matter, symbols, and ideas are used to communicate meaning in art. (Florida Sunshine State Standards, communication and creation) Understands that a work of art can communicate an idea. (Florida Sunshine State Standards, communication and creation. ...and there's more!
  24. 41. <ul><li>Demonstrates creative thinking and construct knowledge to develop products using technology. </li></ul><ul><li>Uses digital media to communicate and work collaboratively. </li></ul><ul><li>Plans and manages activities to develop a solution or complete a project. </li></ul><ul><li>Collects and analyzes data to make informal decisions </li></ul><ul><li>Understands and uses technology systems. </li></ul><ul><li>Identifies and asks significant questions that clarify and lead to solutions. </li></ul><ul><li>Frames, analyzes, or synthesizes information in order to solve problems and ask questions. </li></ul><ul><li>Develops, implements, and communicates new ideas to others. </li></ul><ul><li>Acts on creative ideas to make a useful and tangible contribution. </li></ul><ul><li>Articulates ideas clearly and effectively through speaking and writing. </li></ul><ul><li>Assumes shared responsibility for collaborative work. </li></ul>...and there's more! National Education Technology Standards: 21 st Century Creative and Critical Thinking Skills:
  25. 42. Intermediate Late Primary/Early Intermediate Grades
  26. 43. Building Independent Learners & Thinkers TECHNOLOGY INFORMATION LITERACY MULTIDISCIPLINARY STUDIES TRADITIONAL & VISUAL LITERACY SKILLS organizing information developing research skills honing literacy skills locating & evaluating information discussing creating building technology skills collaborating & evaluating presenting & defending
  27. 44. Information Skills & Management locating information from a range of resources prioritizing and evaluating, and organizing information applying information sharing information
  28. 57. www.mrsriddle.blogspot.com
  29. 63. Intermediate Grades
  30. 64. Creating Conceptual Communicators AGGREGATE LEARNERS COLLABORATIVE COMMUNITIES GLOBAL COMMUNICATORS INDEPENDENT THINKERS PROBLEM BASED LEARNING
  31. 65. Symbolism &Problem Solving
  32. 69. Problem: What happens when cultures collide? Problem Based Learning & Big Ideas
  33. 70. Ferdinand Magellan <ul><li>My dream was to see the Spice Islands </li></ul><ul><li>Although it was uncomfortable and crowded on my ship, </li></ul><ul><li>Gallantly I searched for land, </li></ul><ul><li>Eagerly I came ashore. </li></ul><ul><li>Late in April, on the 27 th , in 1519, I, Ferdinand Magellan died, </li></ul><ul><li>Leading a ship westward to the Spice Islands. </li></ul><ul><li>Around the world for the first time in history, </li></ul><ul><li>Now the whole world knows we do not live on a flat surface. </li></ul>Autumn, Bria, and Thomas
  34. 74. On an unusual day, Jory and his sister take a walk in the forest. Suddenly, Jory’s sister, Kadyn, disappears.Jory searches for her, but cannot find her. He hears something, and runs over to find that his sister is stuck inside a giant bubble! How will Kadyn get out? Who put her there in the first place? Is she going to live? Read the story to find the answers in this science fiction thriller.
  35. 79. Middle School <ul><li>LEARNING COMMUNITIES CREATIVE APPLICATION INTERDISCIPLINARY LEARNING </li></ul><ul><li>REFINING INFORMATION SKILLS BROADENING TECHNOLOGY SKILLS LINKING LEARNING TO LIFE KEEPING THEM ENGAGED IN LEARNING SKILLS SHARING </li></ul>
  36. 85. <ul><li>English: “Hey man, what’s up with you?” </li></ul><ul><li>German: “Hey Mann, was ist mit Ihnen?” (“Hey Mann, what about you?”) </li></ul><ul><li>Swedish: Hey man, vad are det med dig? (“Hey man, what is wrong with you?”) </li></ul>
  37. 90. HIGH SCHOOL & BEYOND
  38. 96. Be brave.
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