Visual Literacy

Theo Kuechel, Jeff Beaudry and Sarah Ritz-Swain | View as single page |
Visual Literacy
Definitions
Why Visual Literacy is important in Education
Context
Pedagogical Strategies
Resources
What is VL, why should teachers know this
What would a VL teacher or learner know?
How does VL relate to other literacies?
What pedagogical strategies make use of the affordances of VL
Where can teachers find resources to support VL?
What should teachers know about VL?
An understanding of the importance of VL
What are the constituent parts of VL?
What pedagogical concepts does VL involve?
Communities of Practice
Why is the history of visual learning important for teachers
Practical competences and skills related to visual literacy
The basic elements of VL; the grammar and syntax of visual media
Which pedagogical questions can teachers ask to develop VL
Tools and platforms
Links and sources
Areas for further research
Strength of Evidence
Transferability
Editors' Comments

Which pedagogical questions can teachers ask to develop visual literacy

Enquiry

  • What's going on in this image?  (*image can be any visual artefact)
  • What do you see that makes you say that?
  • What more can we find out?

Explanatory

  • What does this image say to us?
  • Who are the audience?

What kind of image is this?

  • What media has been used to make it?
  • Is purpose of this image; art, advertising, documentary, educational, instructional, inspirational?

Purpose

  • Why was it made?
  • How does it work?
  • Does it meet its objectives

Creative Construction

  • How else could this image be used?
  • How could you change/improve this image?
  • How would you use this image?

Critical enquiry

  • Where has this image come from?

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