This document discusses visual literacy in educational practice. It defines visual literacy as the ability to interpret and understand graphic images and pictures. The document outlines different types of visual assessments including affective, critical, and compositional assessments. It also notes there are challenges to incorporating visual literacy in education. Finally, it discusses how visual literacy can be implemented in educational practice to help learners better understand and create visual content.

1. :
FAJAR BIANTORO
RESTU KHOIRINA-20611047
ZULYADEN
THE MEMBER OF
VISUAL LITERATURE
A R T R E T R O

2. Visual Literacy in
Educational Practice
A R T R E T R O

3. INTRODUCTION
Subtitle
Definition
of Visual
Literacy
Types of
visual
assessm
ents
Visual
literacy in
education
Challenges
of visual
literacy

4. DEFINITION OF VISUAL LITERACY
Point 1 Point 2
.
Point 3 Point 4
Ralph Wileman
defines visual literacy as “the ability to ‘read,’ interpret, and
understand information presented in pictorial or graphic
images”.
CONCEPT MULTI
DICIPLIN
DEVELOPMENT
VISUAL LITERACY
The nature of the learning
experience must enable the learner
to do something in such a way
The nature of the learning
experience should provide
exercise in choice certain visual
phenomena of its environment that
matter
The nature of the
learning experience must be
explored in such a waythere
may be opportunities for
learners to create
meaningful visual
The nature of the learning
experience
should motivate the learner
toput the idea into practice
visually

5. Types of visual assessment
Affective
Critical Compositional

6. Challenges of visual literacy

7. VISUAL LITERACY IN EDUCATION

8. CONCLUSION
A R T R E T R O

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THANK YOU FOR
LISTENING AND WATCHING
A R T R E T R O