Visual literacy


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Visual Literacy
Still and Moving Images

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Visual literacy

  1. 1. Visual Literacy<br />
  2. 2.<br />
  3. 3.,2.jpg<br />
  4. 4. Students watch 22 000 hours of television before they finish high school. They spend only 12 500 hours in the classroom.<br /><br />
  5. 5.
  6. 6. Palm pilot<br />
  7. 7. Light beer<br />
  8. 8. Dr Pepper<br />
  9. 9. The King of Pop<br />
  10. 10. How many did you get correct?<br />How did you know?<br />
  11. 11. The nature of literacy is characterized by the theoretical lens that is used to examine it (Ruddell, Ruddell, & Singer, 1994). <br />
  12. 12.
  13. 13. Visual images are fast becoming the most predominant form of communication. Visual genres and mediums now dominate communication; photographs, television, film, video, the internet, cartoons, posters, t-shirts, comics, multi media presentations and computer simulations. Sankey, 2002.<br />
  14. 14. Reading and Viewing:<br />Readers and viewers make connections between their prior knowledge and the subject matter of<br />the text<br />
  15. 15. ‘Young people learn more than half of what they know from visual information, but few schools have an explicit curriculum to show students how to think critically about visual data.’Jenkin, R. (2008) Visual literacy, Teaching and Learning, 30 July/August, pp.4-8<br />
  16. 16. Visually vulnerable <br />Victims of Text<br />
  17. 17. Still Images<br /><ul><li>Still images: are texts that are still (that is not moving or animated in anyway)
  18. 18. Illustrations
  19. 19. Paintings
  20. 20. Cartoon or comics
  21. 21. Collage
  22. 22. Photographs</li></li></ul><li>Colour<br /><br />
  23. 23. Bland, N.(2007). When Henry caught imaginitis. Scholastic press. Lindfield, NSW.<br />
  24. 24. Texture<br />Baker, J.(1987). Where the forest meets the sea. Julia MacRae Books. London.<br />
  25. 25. Baker, J.(1991). Window. Julia MacRae Books. London. <br />
  26. 26. Line<br /><br />
  27. 27.<br />
  28. 28. Shape and Form<br /><br />
  29. 29.<br />
  30. 30. Balance and Layout<br /><br />
  31. 31.<br />
  32. 32. Time or space<br /><br />
  33. 33.<br /><br />
  34. 34.
  35. 35.<br />
  36. 36. Reading and Viewing: <br />Readers and viewers use a number of active comprehension strategies to interpret texts, including activating prior knowledge, predicting, questioning, identifying main ideas, inferring, monitoring, summarising and reflecting.<br />
  37. 37. Moving <br />images<br />
  38. 38.<br />
  39. 39. Audio Codes<br />
  40. 40.<br />
  41. 41. Reading and Viewing:<br />Comprehension involves drawing on knowledge of the subject matter and contextual cues to<br />interpret, infer from and evaluate texts in community contexts<br />
  42. 42. Why should we incorporate visual literacy instruction in to the classroom? <br />
  43. 43.
  44. 44.<br />
  45. 45.
  46. 46. Dinosaurs<br />Dinosaurs are creatures that lived millions of years ago. <br />some people say that crocodiles are dinosaurs and they are also millions of years old.<br /> Some dinosaurs were vegetarian and some were meat eaters.<br /> They had sharp claws and teeth .<br />Some dinosaurs were huge and some were the size of chickens<br />. Researchers are not sure what color dinosaurs were but some think they might have been as colorful as some of the birds that we have today.<br />
  47. 47. In Conclusion<br /><br />
  48. 48. Visual Literacy Resources<br />Classroom Resources<br />National Museum of Australia Classroom Resources<br /><br />Kids book Zone<br /><br />Tasmanian Department of Education<br /><br />Australian Children’s Television Foundation<br /><br />Western Australia Department of Education<br /><br />Webquest Direct<br /><br />Research and Theory<br />Considering Visual Literacy When Designing Instruction<br /><br />N.S.W Education and Training<br /><br />EDNA<br /><br />AIS Literacy Website<br /><br />
  49. 49. Film Education UK <br /><br />The British Film Institute<br /><br />Visual Literacy<br /><br />Teachers TV<br /><br />The Futures Chanel ( Science and technology)<br /><br />Penguin books<br /><br />New Frontier Publishing<br /><br />Walker Books <br /><br />Wilkins Farago<br /><br />Usborne Children’s books<br /><br />CEO<br /><br />K-8 Visual Literacy<br /><br />International Visual Literacy Association<br /><br />University of North Carolina<br /><br />Centre for Media Literacy<br /><br />Big Universe<br /><br />
  50. 50. Academic Text ReferencesStill images<br />Black Cockatoo Publishing. (2008) Visual Literacy K-8. Retrieved July 16, 2010 from<br />Bramford, A. (2003). The Visual Literacy White Paper. Retrieved July 20, 2010 from<br />Anstey, M. and Bull, G. (2004) The Literacy Labyrinth ( 2nd edition). Australia: Pearson<br />Burmark, L. (2004). Visual Literacy: Learn to See; See to learn. Alexandria: Burmark and School Media.<br />Callow, J. (2003) Talking about Visual Texts with Students. Retrieved July 15, 2010 from<br />Film Education, (n.d.). Primary resources. Retrieved from Film Education July 15, 2010 from<br />Fransecky, R., & Debes, J. (1972). Visual Literacy: A way to learn -- A way to teach. Washington DC: AECT Publications.<br />Front image courtesy of<br /><br />Jacquet, L. (Director) & Darondeau, Y( Producer). ( 2009) The Fox and the Child. Retrieved from Film Education July 15, 2010 from<br />Jenkin, R. (2008) Visual literacy, Teaching and Learning, 30 July/August, pp.4-8<br />Riesland, E. (2005, September 26th). New Horizons for learning. Retrieved July 17th, 2010, from Visual Literacy and the Classroom:<br />Ruddell, R., Ruddell, M., & Singer, H. (1994). Theoretical models and processes of reading (4thed). Newark, DE: International Reading Association<br />Sankey, M.D. _2002), Considering visual literacy when designing instruction. The e-journal of instructional Science and Technology, 5(2).<br />Stokes, S (n.d). Visual Literacy in Teaching and Learning: A Literature Perspective. Journal of Integration of Technology in Education, 1(1). Retrieved July 16, 2010 from<br /><br />Winch, G. (2008). Visual Literacy. In G. a. Winch, Literacy: Reading Writing and Children's Literature 3rd Edition (pp. 522-529). South Melbourne, Vic,: Oxford University Press.<br />