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Visual Literacy by Shante Schuler

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shante schuler

on 24 June 2013

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Transcript of Visual Literacy by Shante Schuler

Visual Literacy
In a world of black and white
The purpose of my action research was to improve student learning through visual literacy.
I wanted my students to retain ideas in
I began by asking what would happen if I taught children through concrete examples in math and reading with incorporated videos, graphic organizers, visual aides, power points, and written examples as a guide?
This led me to research how visually literacy can be incorporated within the classroom so that students are able to retain the information
Literature Review
Visual Literacy included the ability to visualize internally, communicate visually and read and interpret visual images allowing students to identify personally with the given media (Bramford, 2003).
I wanted students to feel as if they owned the lesson and skills given to them. So I created a flipped classroom environment. Where students would take a pre-test that would lead them into modules of videos, tutorials, and short quizzes to help them learn the skill before it was taught in the classroom.
Visualization helped learners retain information through interpreting an images validity, this helps students discern and decipher quantity versus quality and visual aids helped students obtain a greater gain in success and accuracy within a visually media rich environment.
Within the flipped classroom students were able to use a Pearson Success Net, a Web 2.0 tool to comprehend the lecture and lesson before entering the classroom
Dual-code Theory
Dual-coding theory stated that human cognition processes information through two subsystems that intakes knowledge respectively, verbal and nonverbal, which deal with environmental information to help serve functional and adaptive behavior (Sadoski, & Paivio, 2007).
Visual Representation
Visual Material
Verbal Material
Working Memory
Verbal Representation
Visual Representation Connections
Verbal Representation Connections
Referential Connections
Students retained information and grades were higher as well as student math comprehension
Students came to class with a learning purpose and were eager to complete assignments as well as review what they thought they still had to learn.
Each cycle was used to help students decipher and decode images in order to retain given information that helped them comprehend (Bramford, 2003). Students visualized and were able to interpret and create charts using the hand-on methods and information presented within the flipped classroom (Metros, 2008). Dual-code learning allowed these students process information verbally and non-verbally (Sadoski and Pavio, 2007)
Overall the implementation of the flipped classroom helped me complete more than I could have imagined. Students retained information and were able to come to class engaged and informed. The student’s defiencies were addressed with Pearson Success Net and were supported with teacher support and lectures throughout the process. Making my implementation of visual elements into the curriculum a success.

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Barsalou, L.W. (1999). Perceptual symbol systems (with commentaries and author’s reply). Behavioral and Brain Sciences, 577–660(22). Retrieved from Academic Search Complete database.

Bartolomeo, P. (2002). The relationship between visual perception and visual mental imagery: A reappraisal of the neuropsychological evidence. Cortex, 357–378(38). Retrieved from Academic Search database.

Bramford, A. (2003). The visual literacy white paper. Stockley Park, UK: Adobe Systems.

Cesarone, B. (2005). What do I see? What do I think? What do I wonder? (STW): A visual literacy strategy to help emergent readers focus on storybook illustrations. Childhood Education, 82(1), 60. Retrieved from the Education Research database.

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Conway, P. & Punzalan, R. (2011). Fields of vision: Toward a new theory of visual literacy for digitized archival photographs, pp. 63-97. Retrieved from Library Information, Science, and Technology database.

Edwards, J.C., & McKenna, M.C. Integrating multiple literacies in K-8 classrooms: Cases, commentaries, and practical applications. London: Erlbaum, 2003. Retrieved from Literary Reference Center Plus database.

Galda, L., & Short, K. G. (1993). Visual literacy: Exploring art and illustration in children’s books. Reading Teacher, 46(6), 506. Retrieved from Academic Search database.

Gonyea, M. (2005). A book about design: Complicated doesn’t make it good. New York: Holt.

Hicks, R., & Essinger, J. (1991). Making computers more human: Designing for human-computer interaction. Oxford, UK: Elsevier Advanced Technology.

Lohr, L. (2003). Creating graphics for learning and performances: Lessons is visual literacy. New Jersey: Upper Saddle River.

Lynch, A. (2009). Changing schools: How policy implementation can impact on the literacy learning of mobile students. Australasian Journal of Early Childhood, 34(2), 47-53. Retrieved from Academic Search Complete database.

Metros, S. E. (2008). The educator’s role in preparing visually literate learners. Theory Into Practice, 47(2), 102-109. doi:10.1080/00405840801992264

National Endowment for the Arts (2004). Reading at risk: A survey of literacy reading in America. http://www.arts.gov

Palumbo, A., & Sanacore, J. (2009). Helping struggling middle school literacy learners achieve success. Clearing House, 82(6), 275-280. Retrieved from the ERIC database.

Prinz, J.J. (2002). Furnishing the mind: Concepts and their perceptual basis. Boston, MA: MIT Press.

Scharioth, B. (2003). Children reading pictures: Interpreting visual texts (Book). Bookbird: A journal of International children’s literature (University Of Toronto Press), 41(4), 62. doi: 10.1111/j.0034-0472.2004.03801011_1.x.

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Visual Literacy by Shante Schuler
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