Our Argument. From the very first years at school, we found no Essential Learnings outcome that encouraged learning managers to use visual literacy, in particular, picture books, in their teaching.
Essential Learnings. <ul><li>The English Essential Learnings, by the end of year 3, Reading and Viewing states that, “words, groups of words, visual resources and images elaborate ideas and information, and portray people, characters, places, events and things in different ways” (Queensland Studies Authority, 2008). </li></ul><ul><li>WHAT DOES THAT MEAN?? </li></ul>
<ul><li>A visually literate person should be able to read and write visual language, this includes the ability to successfully decode and interpret visual messages and to encode and compose meaningful communications” (Bamford, 2003, p. 1). </li></ul>
<ul><li>White (in Lightbody, 2007), states “young people learn more than half of what they know from visual information”. </li></ul><ul><li>If this is true why don’t we have explicit curriculum in our schools, to show our students how to think critically about visual literacy? WA does! </li></ul>
Future? <ul><li>“ Picture books, are useful to promote and generate thoughtful debate on a range of issues, picture books also provide ideal material to develop students' visual literacy helping them to achieve outcomes in the Viewing mode of the English Learning Area and without a doubt picture books are valuable texts for students” (Western Australia Department of Education and Training, 2009a). </li></ul>
<ul><li>If YOU are wanting to become a future orientated learning manager, maybe you should take a page out of the Western Australia’s curriculum, and use picture books to stimulate your students learning across ALL year levels not just early childhood. Isn’t it clear that we need to do something? </li></ul>