The document discusses visual literacy in the context of an Arabic classroom, highlighting its definition and relevance as a skill set to interpret and create visual media. It presents research findings on the use of visuals in language teaching, assessing their impact on EFL/PYP teachers and students' writing skills. Key outcomes include promoting critical thinking, enhancing literacy skills, and improving understanding through visual integration in lessons.

1. PSRTC Research Forum Series
Literature Translation Linguistics TESOL
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Ms. Maria Zaheer
Lecturer
PYP

2. Visual literacy
The term “Visual Literacy” was first coined in 1969 by John Debes.
Visual literacy is a set of abilities that enables an individual to
effectively find, interpret, evaluate, use, and create images and
visual media. Images and visual media may include photographs,
illustrations, drawings, maps, diagrams, advertisements, and other
visual messages and representations, both still and moving.
(Source: The Association of College and Research Libraries Image
Resources Interest Group)

3. OObbjjeeccttiivveess:: Can teachers achieve better than before by explicit
integration of visuals (still or motion) in their L2 classroom ?
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4. P Investigational Prreessuuppppoossiittiioonnss

5. RReesseeaarrcchh DDeessiiggnn
Data was collected from a variety of
individuals by using different
methods/procedures.

6. RQ-1: Teachers’ survey: Do EFL/PYP
teachers adhere to the use of visuals (still or motion ) in
their classrooms?

7. Key Findings RQ-1: Teachers’
survey
Do EFL/PYP teachers adhere to the use of visuals
(still or motion) in their classrooms?

8. Investigational Task Criteria
Visual Literacy Competency Standards
Standard Five Performance indicators:

9. Key Findings RQ-2: Investigational
task

10. Key Findings RQ-3: Students’ Feedback
Did students recognize the improvement in their writing after the
use of visuals?

11. Implications for Teachers

12. Learning outcomes

13. Practical Application #1:
Vocabulary
Pictionary
Quiz let

14. Practical Application #2:
Text Analysis
http://blnds.co/1ndlDHn

15. Practical Application #2:
Text Analysis
Do you think visuals help you to understand the text? If yes, how?
Students
Feedback

16. Practical Application #3:
Project based VL

17. Practical Application #3b:
Integrated Skills VL

18. Practical Application #3b:
Project based VL

19. Practical Application #3a:
Project based VL
Students
Feedback

20. Conclusion
The overall outcomes of VL
are:
•To promote discussion and critical thinking in
relation to visual images.
•To teach students how to make meaning from
visual images.
•To enhance students’ verbal and written
literacy skills through discussion and written
responses.

21. Thank You for Listening!
Any Questions?