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Journal articles on the topic 'Literacy Visual education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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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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2

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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3

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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4

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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6

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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8

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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9

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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10

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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11

Wusqo, I. U., M. Khusniati, S. D. Pamelasari, A. Laksono, and D. Wulandari. "The Effectiveness of Digital Science Scrapbook on Students’ Science Visual Literacy." Jurnal Pendidikan IPA Indonesia 10, no. 1 (March 31, 2021): 121–26. http://dx.doi.org/10.15294/jpii.v10i1.27130.

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This study aims to examine the effects of digital science scrapbook on students’ science visual literacy. Digital science scrapbook was designed to teach junior high school students, and the instrument was designed to measure the level of visual literacy before and after the treatment. This study employed a quasi-experimental one-group pretest-posttest design. The population was junior high school students. The convenience sampling method was chosen to carry out the pilot study on 25 students in SMP 9 Salatiga. The visual literacy course was based on the ACRL Visual Literacy Competency Standards. The differences in visual literacy levels were measured through 30 items of the visual literacy test. After conducting paired sample t-test on the data, differences between pretest and posttest were found. From the findings, significant differences in pretest and posttest scores were found. It can be concluded that digital science scrapbook is effective to train digital literacy in science. The novelty of this research is the use of digital science scrapbook on students’ science visual literacy.
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12

Kılıçaslan, Hare, and Nilgün Kuloglu. "Visual Literacy during the Period of Architectural Education." Procedia - Social and Behavioral Sciences 191 (June 2015): 2824–28. http://dx.doi.org/10.1016/j.sbspro.2015.04.711.

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13

Chung, Sheng Kuan. "Media/Visual Literacy Art Education: Cigarette Ad Deconstruction." Art Education 58, no. 3 (May 2005): 19–24. http://dx.doi.org/10.1080/00043125.2005.11651539.

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14

Shin, Hyun-Kyoung. "Art as Visual Literacy Ⅱ : Connectedness of “Process-Centered Visual Education”." Journal of Research in Art Education 21, no. 1 (January 31, 2020): 85–108. http://dx.doi.org/10.20977/kkosea.2020.21.1.85.

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15

Sinatra, Richard. "TIMELY TIMING: VISUAL LITERACY AND ITS RELATIONSHIP TO WRITTEN LITERACY." Reading Psychology 9, no. 4 (October 1988): 3–7. http://dx.doi.org/10.1080/0270271880090401.

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16

Park, Gun-Kyu, and Won-seok Kim. "An Examination on the Concept of Visual Literacy as a Basis for Convergence Education Programme." Journal of Digital Convergence 14, no. 12 (December 28, 2016): 397–403. http://dx.doi.org/10.14400/jdc.2016.14.12.397.

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17

Rezabek, Landra L. "Why visual literacy: Consciousness and convention." TechTrends 49, no. 3 (May 2005): 19–20. http://dx.doi.org/10.1007/bf02763642.

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18

Suhor, Charles, and Deborah Little. "VISUAL LITERACY AND PRINT LITERACY‐THEORETICAL CONSIDERATIONS AND POINTS OF CONTACT." Reading Psychology 9, no. 4 (October 1988): 469–81. http://dx.doi.org/10.1080/0270271880090412.

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19

Errázuriz, Luis. "Metamorphosis of visual literacy: From 'reading images' to a critical visual education." International Journal of Education Through Art 15, no. 1 (March 1, 2019): 15–26. http://dx.doi.org/10.1386/eta.15.1.15_1.

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20

Avgerinou, Maria, and John Ericson. "A Review of the Concept of Visual Literacy." British Journal of Educational Technology 28, no. 4 (October 1997): 280–91. http://dx.doi.org/10.1111/1467-8535.00035.

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21

Richardson, John Adkins. "The Visual Arts and Cultural Literacy." Journal of Aesthetic Education 24, no. 1 (1990): 57. http://dx.doi.org/10.2307/3332855.

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22

Kokot, Sharon. "Museums and Visual Literacy for Adults." Journal of Aesthetic Education 22, no. 3 (1988): 107. http://dx.doi.org/10.2307/3333057.

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23

백윤소. "Research on Visual Literacy Education Method through Popular Culture." Journal of Research in Art Education 15, no. 1 (January 2014): 95–112. http://dx.doi.org/10.20977/kkosea.2014.15.1.95.

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24

Kennedy, Corinne R. "Study of Publishing Patterns in Visual Literacy and Education." Art Documentation: Journal of the Art Libraries Society of North America 39, no. 2 (September 1, 2020): 200–218. http://dx.doi.org/10.1086/711572.

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25

BOUGHTON, DOUG. "Visual Literacy: Implications For Cultural Understanding through Art Education." Journal of Art & Design Education 5, no. 1-2 (June 1986): 125–42. http://dx.doi.org/10.1111/j.1476-8070.1986.tb00193.x.

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26

Tate, Tamara P., Penelope Collins, Ying Xu, Joanna C. Yau, Jenell Krishnan, Yenda Prado, George Farkas, and Mark Warschauer. "Visual-Syntactic Text Format: Improving Adolescent Literacy." Scientific Studies of Reading 23, no. 4 (January 28, 2019): 287–304. http://dx.doi.org/10.1080/10888438.2018.1561700.

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27

백윤소. "Visual Culture Education and the Implications of Paulo Freire's Literacy Education Program." Journal of Research in Art Education 14, no. 2 (July 2013): 81–99. http://dx.doi.org/10.20977/kkosea.2013.14.2.81.

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28

Huilcapi-Collantes, Catalina, Azucena Hernández Martín, and Juan Pablo Hernández-Ramos. "The Effect of a Blended Learning Course of Visual Literacy for In-service Teachers." Journal of Information Technology Education: Research 19 (2020): 131–66. http://dx.doi.org/10.28945/4533.

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Aim/Purpose: The purpose of this study was to examine the effects of a 20-hour blended learning visual literacy course applied to in-service teachers. For this purpose, we designed the course to train the educators and the instrument to measure the level of visual literacy of participants before and after the intervention. Then, we found the differences. Background: Visual literacy is essential for improving visual communication skills on in-service teachers because they use and construct visual material permanently. Hence, they need to be trained for developing visual literacy taking into account their pace of life and specific needs. Methodology: We employed a quasi-experimental one-group pretest-posttest design. The area of study is Social Science, specifically Education. The population was in-service teachers who work in private schools in the north zone of Quito, Ecuador. The convenience sampling method was used to conduct this pilot study of 51 teachers at one private school. The visual literacy course was designed based on the ACRL Visual Literacy Competency Standards. The differences in the level of visual literacy were measured through a visual literacy test of 45 items made for this specific purpose. Differences between pretest and posttest were found after performing paired samples t-test on collected data. Contribution: This research contributes to visual literacy research focused on in-service teacher’s instruction. This practical study was based on a complete proposal for training and evaluated the visual literacy level of in-service teachers. Findings: Findings show that there are statistically significant differences in pretest and posttest scores, so teachers improved their level of visual literacy after the 20-hour blended learning visual literacy course. Recommendations for Practitioners: Practitioners should adapt the length of the training course to the teachers’ schedules. They should review the course themes and the items in the visual literacy test to know about the specific content to be taught along the course. Recommendation for Researchers: Researchers who want to replicate a similar study should have a bigger group of participants and, if possible, they should have a control group. Impact on Society: This study indicates that teachers could improve their level of visual literacy after attending a well-structured training course. Thus, it is crucial to offer in-service teachers the opportunity to improve their visual communication skills through a concrete learning process adapted to their schedules and life. Future Research: Future research should focus on evaluating before and after the treatment, through practical projects, the previous and acquired knowledge of in-service teachers.
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29

Abdulghafoor, Maath S., Azlina Ahmad, and Jiung-Yao Huang. "Literacy Sign Language Application Using Visual Phonics." International Journal of Web-Based Learning and Teaching Technologies 10, no. 4 (October 2015): 1–18. http://dx.doi.org/10.4018/ijwltt.2015100101.

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Literacy is the ability to read and write. Being able to read and write is an important skill in modern society. Deaf and hard of hearing (D/HH) students' literacy achievement has been reported as lower than that of hearing students. This research focuses on the literacy skills of D/HH students, aiming to determine their reading/writing skills and propose a theoretical framework that can enhance and improve these skills. This paper provides an introduction on D/HH education, including tools and challenges, an analysis of existing literature related to D/HH education applications, and sign language (SL) applications. The advances that are needed to further improve the effectiveness and efficiency of present reading and writing teaching techniques are further discussed, and a comparative survey conducted in this area is provided. The study explores the significance of Visual Phonics for D/HH as a motivating force for research in reading and writing taxonomies. The objective of this study is to propose a theoretical framework that can enhance and improve D/HH reading and writing skills.
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Farmer, Stephen S. "Visual Literacy and the Clinical Supervisor." Clinical Supervisor 5, no. 1 (March 24, 1987): 45–72. http://dx.doi.org/10.1300/j001v05n01_05.

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31

Peña, Ernesto, and Teresa M. Dobson. "The lost years of visual literacy." Journal of Visual Literacy 40, no. 1 (January 2, 2021): 1–14. http://dx.doi.org/10.1080/1051144x.2021.1902043.

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32

Lindauer, Shelley L. Knudsen. "Wordless books: An approach to visual literacy." Children's Literature in Education 19, no. 3 (1988): 136–42. http://dx.doi.org/10.1007/bf01127091.

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33

Rakes, Glenda C. "Teaching visual literacy in a multimedia age." TechTrends 43, no. 4 (September 1999): 14–18. http://dx.doi.org/10.1007/bf02763227.

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34

Seels, Barbara, and Joanne Dunn. "A visual literacy walk: natural learning environment." TechTrends 34, no. 6 (November 1989): 26–29. http://dx.doi.org/10.1007/bf02761242.

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35

Ma, Yan. "Constructing and Reading Visual Information: Visual Literacy for Library and Information Science Education." Journal of Visual Literacy 34, no. 2 (January 2015): 1–22. http://dx.doi.org/10.1080/23796529.2015.11674727.

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Begoray, Deborah L. "Through a Class Darkly: Visual Literacy in the Classroom." Canadian Journal of Education / Revue canadienne de l'éducation 26, no. 2 (2001): 201. http://dx.doi.org/10.2307/1602201.

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Myatt, Larry. "The Unexplored Promise of Visual Literacy in American Classrooms." Phi Delta Kappan 90, no. 3 (November 2008): 186–89. http://dx.doi.org/10.1177/003172170809000306.

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38

Dobrin, Sidney I. "Through green eyes: complex visual culture and post‐literacy." Environmental Education Research 16, no. 3-4 (June 2010): 265–78. http://dx.doi.org/10.1080/13504621003715585.

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Eraslan Taşpınar, Şeyda. "SANAT EĞİTİMİNİN GÖRSEL OKURYAZARLIK BECERİLERİNE ETKİSİ." TURKISH ONLINE JOURNAL OF DESIGN, ART AND COMMUNICATION 6, no. 3 (July 1, 2016): 335–42. http://dx.doi.org/10.7456/10603100/005.

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Van Ert Casey, Heidi, and Joan S. Wolf. "Developing visual literacy among academically able fifth‐grade students." Roeper Review 12, no. 2 (December 1989): 86–91. http://dx.doi.org/10.1080/02783198909553242.

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Soundy, Cathleen S., and Marilyn F. Drucker. "Picture Partners: A Co-creative Journey into Visual Literacy." Early Childhood Education Journal 37, no. 6 (February 16, 2010): 447–60. http://dx.doi.org/10.1007/s10643-010-0374-4.

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42

Kędra, Joanna, and Rasa Žakevičiūtė. "Visual literacy practices in higher education: what, why and how?" Journal of Visual Literacy 38, no. 1-2 (March 26, 2019): 1–7. http://dx.doi.org/10.1080/1051144x.2019.1580438.

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43

Schönborn, Konrad J., and Trevor R. Anderson. "The importance of visual literacy in the education of biochemists." Biochemistry and Molecular Biology Education 34, no. 2 (March 2006): 94–102. http://dx.doi.org/10.1002/bmb.2006.49403402094.

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44

Feinstein, Hermine. "Visual Literacy in General Education at the University of Cincinnati." Journal of Visual Literacy 13, no. 2 (January 1993): 89–96. http://dx.doi.org/10.1080/23796529.1993.11674486.

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45

Meeks, Amanda. "Learning to look critically: teaching and learning visual literacy in art and design librarianship." Art Libraries Journal 42, no. 2 (April 2017): 89–94. http://dx.doi.org/10.1017/alj.2017.9.

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Teaching and learning visual literacy within art and design librarianship presents several unique challenges. Librarians are better equipped than ever to meet these challenges with the help of ACRL Visual Literacy Competency Standards and the ACRL Framework for Information Literacy in Higher Education, which provides an exciting opportunity to situate visual literacy within the contextual definition of information literacy for art and design students. In mapping these two documents together the author found several ways to address the more critical components of information and visual literacy in more nuanced and meaningful ways. While art librarians have often addressed visual literacy needs to varying degrees and in creative and practical ways, a more systematic approach is needed as we move forward.
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Albers, Peggy, Tammy Frederick, and Kay Cowan. "Features of gender: An analysis of the visual texts of third grade children." Journal of Early Childhood Literacy 9, no. 2 (July 30, 2009): 234–60. http://dx.doi.org/10.1177/1468798409105588.

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How do primary students construct understandings of the opposite sex? In what ways do these constructions manifest in the visual texts created in literacy and language arts classrooms? Using visual discourse analysis (Albers, 2007) and scheme analysis (Sonesson, 1988) as interpretive methods, we analyzed the visual texts created by 23 third grade students created at the end of a unit of study in which students explored gender stereotypes. Findings suggest the need for close readings of the graphic, structural, and semantic information conveyed by visual texts that children create in literacy and language arts classes.
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Krejci, Sarah E., Shirma Ramroop-Butts, Hector N. Torres, and Raphael D. Isokpehi. "Visual Literacy Intervention for Improving Undergraduate Student Critical Thinking of Global Sustainability Issues." Sustainability 12, no. 23 (December 7, 2020): 10209. http://dx.doi.org/10.3390/su122310209.

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The promotion of global sustainability within environmental science courses requires a paradigm switch from knowledge-based teaching to teaching that stimulates higher-order cognitive skills. Non-major undergraduate science courses, such as environmental science, promote critical thinking in students in order to improve the uptake of scientific information and develop the rational decision making used to make more informed decisions. Science, engineering, technology and mathematics (STEM) courses rely extensively on visuals in lectures, readings and homework to improve knowledge. However, undergraduate students do not automatically acquire visual literacy and a lack of intervention from instructors could be limiting academic success. In this study, a visual literacy intervention was developed and tested in the face-to-face (FTF) and online sections of an undergraduate non-major Introduction to Environmental Science course. The intervention was designed to test and improve visual literacy at three levels: (1) elementary—identifying values; (2) intermediate—identifying trends; and (3) advanced—using the data to make projections or conclusions. Students demonstrated a significant difference in their ability to answer elementary and advanced visual literacy questions in both course sections in the pre-test and post-test. Students in the face-to-face course had significantly higher exam scores and higher median assessment scores compared to sections without a visual literacy intervention. The online section did not show significant improvements in visual literacy or academic success due to a lack of reinforcement of visual literacy following the initial intervention. The visual literacy intervention shows promising results in improving student academic success and should be considered for implementation in other general education STEM courses.
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48

Lee, Alan. "Art Education and the National Review of Visual Education." Australian Journal of Education 53, no. 3 (November 2009): 217–29. http://dx.doi.org/10.1177/000494410905300302.

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The recently completed review of visual education, First we see, makes recommendations that contrast sharply with most traditional forms of art teaching in Australian schools. Although the review implicitly stands against a narrow conception of a visual education founded on artistic and aesthetic concerns, I argue that the concept of ‘visuacy’ that the review offers as a complement to literacy and numeracy is misconceived as an educational objective. Theories of art education today derive from a history of ideas about creativity and self-expression, while classroom practice is dominated by the uncritical imitation of the contemporary adult art world. The confusion of values shows most acutely in the way visual arts education culminates at Year 12 level with students being recruited into a large-scale art competition that lacks an educational justification even though it wins wide public approval.
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49

Schwartz, Judith. "Visual literacy: academic libraries address 21st century challenges." Reference Services Review 46, no. 4 (November 12, 2018): 479–99. http://dx.doi.org/10.1108/rsr-04-2018-0048.

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Purpose This paper aims to explore a study that examines the role of academic librarians who teach visual literacy within their information literacy curricula. Design/methodology/approach The author developed a survey that was distributed to five listservs during a three-week period, generating 118 responses from academic libraries. The author subsequently interviewed 16 participants. Findings The findings reveal that visual literacy is important across all disciplines. However, a majority of academic librarians who replied to the survey stated that they do not teach visual literacy. Only 37.3 per cent of the respondents indicated that they or their institutions include a visual literacy component in their sessions. Practical implications The paper identifies the most relevant visual literacy trends, and it includes examples of visual literacy skills and concepts being taught in academic libraries. It provides ideas to develop marketing strategies to increase student enrollment in library workshops. Originality/value This study has expanded librarians’ awareness of the Association of College and Research Libraries (ACRL) Visual Literacy Competency Standards for Higher Education. In addition, it explores the teaching of multiliteracies such as visual literacy within the information literacy framework in the academic library. The survey data demonstrate that academic librarians are slowly embracing visual literacy and including it in their information literacy instruction across all disciplines. The study recommends that librarians work on their professional development to become multiliterate to remain relevant within their academic communities.
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50

Ruiz-Gallardo, José Reyes, Beatriz García Fernández, and Antonio Mateos Jiménez. "Visual Literacy in Preservice Teachers: a Case Study in Biology." Research in Science Education 49, no. 2 (July 21, 2017): 413–35. http://dx.doi.org/10.1007/s11165-017-9634-2.

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