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Relevant bibliographies by topics / Literacy Visual education

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Academic literature on the topic 'Literacy Visual education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Literacy Visual education"

1

Spalter, Anne Morgan, and Andries van Dam. "Digital Visual Literacy." Theory Into Practice 47, no. 2 (April 23, 2008): 93–101. http://dx.doi.org/10.1080/00405840801992256.

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Schmidt-Wilk, Jane. "Introducing Visual Literacy in Management Education." Management Teaching Review 4, no. 3 (August 8, 2019): 188–90. http://dx.doi.org/10.1177/2379298119864273.

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Kim, Young Soo. "A STUDY ON MEDIA LITERACY EDUCATION -An lntegrated Approach to Visual Literacy 'Television Literacy and Computer Literacy-." Journal of Educational Technology 3, no. 1 (November 30, 1987): 83–113. http://dx.doi.org/10.17232/kset.3.1.83.

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Guinibert, Matthew. "Learn from your environment: A visual literacy learning model." Australasian Journal of Educational Technology 36, no. 4 (September 28, 2020): 173–88. http://dx.doi.org/10.14742/ajet.5200.

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Based on the presupposition that visual literacy skills are not usually learned unaided by osmosis, but require targeted learning support, this article explores how everyday encounters with visuals can be leveraged as contingent learning opportunities. The author proposes that a learner’s environment can become a visual learning space if appropriate learning support is provided. This learning support may be delivered via the anytime and anywhere capabilities of mobile learning (m-learning), which facilitates peer learning in informal settings. The study propositioned a rhizomatic m-learning model of visual skills that describes how the visuals one encounters in their physical everyday environment can be leveraged as visual literacy learning opportunities. The model was arrived at by following an approach based on heuristic inquiry and user-centred design, including testing prototypes with representative learners. The model describes one means visual literacy could be achieved by novice learners from contingent learning encounters in informal learning environments, through collaboration and by providing context-aware learning support. Such a model shifts the onus of visual literacy learning away from academic programmes and, in this way, opens an alternative pathway for the learning of visual skills. Implications for practice or policy: This research proposes a means for learners to leverage visuals they encounter in their physical everyday environment as visual literacy learning opportunities. M-learning software developers may find the pedagogical model useful in informing their own software. Educators teaching visual skills may find application of the learning model’s pedagogical assumptions in isolation in their own formal learning settings.

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안인기. "Visual Culture Education after the Discourses of Visual Literacy." Journal of Research in Art Education 15, no. 1 (January 2014): 55–74. http://dx.doi.org/10.20977/kkosea.2014.15.1.55.

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Deetsch, Mike, Rachel Glass, Regina Jankowski, Evelyn Mylander, Peggy Roth, and Elisabeth Wharton. "Visual Literacy and Its Impact on Pre-literacy Development." Journal of Museum Education 43, no. 2 (April 3, 2018): 148–58. http://dx.doi.org/10.1080/10598650.2018.1426332.

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Bopry, Jeanette. "Visual Literacy In Education—A Semiotic Perspective." Journal of Visual Literacy 14, no. 1 (January 1994): 35–49. http://dx.doi.org/10.1080/23796529.1994.11674488.

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Rice, Danielle. "Museums and Visual Literacy." Journal of Aesthetic Education 23, no. 4 (1989): 95. http://dx.doi.org/10.2307/3333035.

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Lopatovska, Irene, Sarah Hatoum, Saebra Waterstraut, Lisa Novak, and Sara Sheer. "Not just a pretty picture: visual literacy education through art for young children." Journal of Documentation 72, no. 6 (October 10, 2016): 1197–227. http://dx.doi.org/10.1108/jd-02-2016-0017.

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Purpose The purpose of this paper is to understand young children’s knowledge of visual literacy elements as well as their ability to comprehend newly introduced visual literacy concepts. The study also examined existing support for visual literacy programs from parents and educators. Design/methodology/approach The study explored the knowledge of basic visual literacy elements of young children enrolled in two private schools in the New York City metropolitan area. The authors interviewed 17 children, aged four to six years old, about fine art paintings using a semi-structured interview format. Children’s responses were qualitatively analyzed to determine their initial level of visual literacy and their ability to learn and retain the concepts of visual literacy after receiving basic instruction. The children’s educators and parents completed online questionnaires that were quantitatively analyzed to determine their level of support for visual literacy programs. Findings The findings show that young children exhibited extensive knowledge of simple visual literacy elements (color, shape, line), and limited understanding of more abstract elements (perspective and salience). Children’s knowledge of visual elements improved after instruction. Parents and educators expressed support for incorporating visual literacy instruction in early childhood education. Research limitations/implications The study relied on a sample of children and adults drawn from two private schools. The sample’s demographics might have affected study findings. More studies are needed using a larger and more diverse sample. Practical implications The study suggests that young children are ready to receive instruction on visual literacy elements using art images. Children reacted positively to the images and were engaged in the discussions about them, supporting the use of fine art paintings as an instrument to introduce visual literacy concepts to young children. Survey of children’s parents and teachers indicated strong interest in, and support for such programs. Social implications With the increase of visual information production and consumption, it is important to introduce visual literacy early in life. The study advances research in methods for developing visual literacy instruction for young children. Originality/value There are no previously reported studies that have examined pre-kindergarten children’s knowledge of basic visual literacy elements and reactions to visual literacy instruction.

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Mnguni, Lindelani. "A DESCRIPTION OF VISUAL LITERACY AMONG THIRD YEAR BIOCHEMISTRY STUDENTS." Journal of Baltic Science Education 17, no. 3 (June 25, 2018): 486–95. http://dx.doi.org/10.33225/jbse/18.17.486.

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The use of visual models in teaching, learning and research has increased. Consequently, students have to develop various new competencies including visual literacy in order to learn efficiently. However, visual literacy among biochemistry students is not well documented. Using quantitative research methodology, the current research was aimed at determining visual literacy among biochemistry students. The participants were 74 purposefully selected third year undergraduate biochemistry students from the University of KwaZulu-Natal. The data were collected using a Senior Aptitude test and BioVisual Literacy test. The results show that students performed well in the sub-sections of the Senior Aptitude test including patterns test and spatial perception 2D test. They had difficulties with non-verbal reasoning with figures and spatial visualization 3D tests, as well as with the BioVisual Literacy tests. The results suggest that students generally have poor visual literacy, which could affect their ability to comprehend content knowledge in biochemistry. Keywords: biochemistry, biovisual literacy, senior aptitude, visual literacy, visuo-spatial abilities.

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Dissertations / Theses on the topic "Literacy Visual education"

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Atkins, Sarah-Jane. "Constructing visual literacy." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070320.162932/index.html.

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Avgerinou, Maria. "Visual literacy anatomy and diagnosis /." Thesis, Boston Spa, U.K. : British Library Document Supply Centre, 2001. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.341578.

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Golubieski, Mary R. "Teaching for Visual Literacy: Critically Deconstructing the Visual Within a Democratic Education." Oxford, Ohio : Miami University, 2003. http://www.ohiolink.edu/etd/view.cgi?miami1050012957.

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Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2003.
Title from first page of PDF document. Document formatted into pages; contains xv, 316 p. Includes bibliographical references (p. 265-280).

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Meral, Lynda S. "Visual literacy for the 1990's." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/761.

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Wang, Ye. "Literate thought metatheorizing in literacy and deafness /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124137478.

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Soleil, Naome. "Image and voice in adult literacy." Thesis, University of British Columbia, 2002. http://hdl.handle.net/2429/42516.

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This qualitative research study explores the use of television as text in adult literacy as a means of bridging orality and literacy. The reason for selecting television as an educational tool was to provide equal access to stories for both non-readers and readers of print, and the 22 research participants were required to complete a survey and participate in four 2-hour workshops, and a taped interview. During the workshops, participants learned to actively engage with the texts that were edited stories from the Canadian television series North of 60. The researcher included reading strategies to encourage the participants' interaction with the texts as active "readers" (see Fiske, 1987; Buckingham, 1993; Bianculli, 1992) and brainstorming to increase their vocabulary prior to writing reflective responses. First, how television as text influences an adult literacy student's ability to transfer information from oral texts into print texts is analyzed. The findings indicate that television allows non-readers, reluctant readers, and delayed readers of English to learn literary terms and conventions that apply to print stories and practise four domains of language acquisition - listening, speaking, reading, and writing. A selection of each participant's written responses to the stories and interview fragments have been analyzed. Whenever possible, the selection is based on a participant's favorite story or personal connection to a character. Second, the effect of brainstorming on written responses has been examined. This technique is a pre-writing strategy the researcher used not only to assist the participants in recording vocabulary relevant to the story, but also to provide opportunities for sharing ideas in the construction of meaning. Based on data collected during the interviews, individuals with short-term memory problems indicate that repetition of vocabulary through brainstorming, note-taking, and discussion reinforces memory retention, and second language learners gain knowledge of pronunciation by hearing and rehearsing vocabulary from the stories. Third, factors contributing to the participants' reflective oral and written responses to the television stories have been analyzed. The main factors contributing to reflective thinking and writing involve the research pedagogy and the development of reflective skills through practice. The researcher's reflective methodology combines phenomenology, critical ethnography, and emancipatory practice from the diverse perspectives of van Manen (1990), Haig- Brown and Archibald (1996), and Freire (1974,1994,1997,1998) who have informed this study together with other researchers in the respective fields. This method situates the research participants and the researcher in a partnership in which everyone contributes through dialogue to the learning process.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Callow, Jonathan D. "Show me developing a broader view of visual literacy in education /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/46397.

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Thesis (Ed.D.)--University of Western Sydney, 2007.
A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.

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Palmer, Lydia S. "The state of media education implementation in Rochester, NY K-12 schools /." Online version of thesis, 2009. http://hdl.handle.net/1850/10630.

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Allen, David Harold. "As well as painting : teaching for visual literacy in English secondary schools." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295048.

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Wittwer, Kristin. "Teaching computer literacy for visually impaired students in higher education." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/834646.

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People with vision impairments are under-represented in the workforce, largely due to discrimination. Also, in order to be qualified for most types of employment, people will need to be computer-literate in the future. Therefore, teaching computer literacy is an important part of postsecondary education. Particularly the availability of adaptive computer equipment and improvements in legislation prepare the ground for a computer-literate visually impaired person to achieve equality and become an integral part of the workforce.This thesis addresses the issues involved in teaching computer literacy for visually impaired students. It introduces several examples of computer literacy courses at institutions of post-secondary education, as well as discusses the CS 104 course designed and taught by Dr. Roy L. McCormick for visually impaired students at Ball State University.
Department of Computer Science

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Books on the topic "Literacy Visual education"

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Griffin, Robert E. Visual literacy in information age. [Blacksburg, VA?]: International Visual Literacy Association, 1999.

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International Visual Literacy Association. Conference. Visual literacy in the digital age: Selected readings from the 25th annual conference of the International Visual Literacy Association. [Blacksburg, VA: International Visual Literacy Association], 1994.

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Understanding television: Guidelines for visual literacy. Cape Town: Juta, 1989.

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Joyce, Helen De Silva. Multimodal and visual literacy in the adult language and literacy classroom. Darlinghurst, NSW, Australia: NSW AMES, 2014.

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I see what you mean: Visual literacy K-8. 2nd ed. Portland, Me: Stenhouse Publishers, 2011.

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Bearne, Eve. Visual Approaches to Teaching Writing: Multimodal Literacy 5 - 11. London: Sage Publications Ltd., 2007.

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Conference, International Visual Literacy Association. Changing tides: Selected readings. [Blacksburg, Va.]: International Visual Literacy Association, 2003.

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Madrid, Spain) Congreso Internacional sobre Antropología Audiovisual e. Investigación en Tecnología Educativa (2009. Antropología audiovisual: Medios e investigación en educación. Madrid: Editorial Trotta, 2011.

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Blind, Canadian National Institute for the. Literacy: An issue for blind and visually impaired Canadians. [Ottawa]: Canadian National Institute for the Blind, 1990.

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Children talking television: The making of television literacy. London: Falmer Press, 1993.

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Book chapters on the topic "Literacy Visual education"

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Hassett, Dawnene D. "Visual Language, Visual Literacy: Education à la Modes." In Visual Research Methods in Educational Research, 133–49. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137447357_8.

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Yang, Harrison Hao. "An Integrated Approach to Developing Visual Literacy." In Hybrid Learning and Continuing Education, 219–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39750-9_21.

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Southern, Alex. "From Visual Education to 21st Century Literacy." In The Ministry of Education Film Experiment, 181–206. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59230-9_8.

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Suzuki, Kenjiro. "Graphics Literacy Education at the University of Tokyo." In The Visual Language of Technique, 23–35. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05326-4_4.

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Loveless, Avril M. "Creativity, visual literacy and information and communications technology." In Communications and Networking in Education, 51–58. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35499-6_5.

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Mizusawa, Ken. "Remixing Visual Literacy for 21st-Century Adult Education." In Global Citizenship for Adult Education, 306–15. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003050421-39.

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Barbousas, Joanna. "Visual Arts Education and the Formation of Literacies: An Exploration of Visuality." In Literacy in the Arts, 39–54. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04846-8_3.

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Çelik, Gamze. "Visual Literacy and Teaching in the Education of Mother Language." In Qualitative and Quantitative Models in Socio-Economic Systems and Social Work, 257–71. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18593-0_20.

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Flynn, Jill Ewing, and William Lewis. "Multimodal Composition in Teacher Education: From Consumers to Producers." In Essentials of Teaching and Integrating Visual and Media Literacy, 147–63. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05837-5_7.

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Scherer, Brooke N. "Visual Communication and Culture: Design Education for a Globalized World." In Essentials of Teaching and Integrating Visual and Media Literacy, 75–94. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05837-5_4.

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Conference papers on the topic "Literacy Visual education"

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Kirkova-Bogdanova, Angelina, Daniela Taneva, and Yordanka Tsokova. "VISUAL LITERACY OF HEALTHCARE STUDENTS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0523.

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Planska-Simeonova, Kamelia, and Svetoslava Dimitrova. "VISUAL LITERACY MEETS INFORMATION LITERACY: APPLICATION IN UNIVERSITY INFORMATION ENVIRONMENT." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0875.

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Khanbalaeva, Sabina, and Elena Antonova. "TEACHING VISUAL LITERACY: MULTI-MODAL TEXT." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1892.

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Rasheva-Yordanova, Katia, and Kamelia Planska-Simeonova. "CONCEPTUAL FRAMEWORK OF DIGITAL VISUAL LITERACY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1896.

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Fang Xing. "Application of educational audio-visual resources in the information literacy education." In 2011 International Conference on Computer Science and Service System (CSSS). IEEE, 2011. http://dx.doi.org/10.1109/csss.2011.5974558.

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Sachpatzids, Avraam. "Visual literacy: a bet to be earned, ASAP." In World Conference on Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldcte.2019.09.557.

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Putri, Miranti Eka. "Creative Comprehension on Literacy: Technology and Visual." In The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009144003240328.

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Planska-Simeonova, Kamelia, Tereza Trencheva, and Evelina Zdravkova-Velichkova. "VISUAL LITERACY APPLICATION IN CULTURAL TOURISM EDUCATION: VIRTUAL REALITY ASPECT." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0832.

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Mincheva, Kalina, and Kamelia Planska-Simeonova. "MODEL FOR TRAINING IN VISUAL LITERACY IN UNIVERSITY ENVIRONMENT." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1904.

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Martin Erro, Alfonso, Maria del Mar Espinosa Escudero, and Manuel Dominguez Somonte. "VISUAL LITERACY AS A STRATEGY FOR FOSTERING CREATIVITY IN ENGINEERING EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0727.

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