Relevant bibliographies by topics / Visual literacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Visual literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Visual literacy"

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Felten, Peter. "Visual Literacy." Change: The Magazine of Higher Learning 40, no. 6 (November 2008): 60–64. http://dx.doi.org/10.3200/chng.40.6.60-64.

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Matoush, Marylou. "Visual Literacy." International Journal of Learning: Annual Review 12, no. 10 (2007): 17–22. http://dx.doi.org/10.18848/1447-9494/cgp/v13i10/45073.

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Campbell, Mary, and Brian McIlroy. "Visual Literacy." Books Ireland, no. 138 (1990): 11. http://dx.doi.org/10.2307/20626253.

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Lesy, M. "Visual Literacy." Journal of American History 94, no. 1 (June 1, 2007): 143–53. http://dx.doi.org/10.2307/25094783.

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Bojarska, Katarzyna. "Visual Literacy." Teksty Drugie 2 (8), Special Issue English Edition (2015): 5–12. http://dx.doi.org/10.18318/td.2015.en.2.1.

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Goin, Peter. "Visual Literacy." Geographical Review 91, no. 1/2 (January 2001): 363. http://dx.doi.org/10.2307/3250838.

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GOIN, PETER. "VISUAL LITERACY." Geographical Review 91, no. 1-2 (April 21, 2010): 363–69. http://dx.doi.org/10.1111/j.1931-0846.2001.tb00491.x.

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Dymoke, Sue. "Visual literacy." English in Education 50, no. 3 (September 2016): 208. http://dx.doi.org/10.1111/eie.12115.

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Beatty, Nicole A. "Cognitive Visual Literacy." Art Documentation: Journal of the Art Libraries Society of North America 32, no. 1 (March 2013): 33–42. http://dx.doi.org/10.1086/669987.

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Bucchi, Massimiano, and Barbara Saracino. "“Visual Science Literacy”." Science Communication 38, no. 6 (November 23, 2016): 812–19. http://dx.doi.org/10.1177/1075547016677833.

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Since its very beginning, modern science has put images at the center of its communicative processes: drawings, diagrams, and schemes, and later photographs, satellite images, and film. In the age of digital communication, specialists and publics live constantly immersed in a visually dense environment, particularly when it comes to science and technology content. Do we have the competence to decipher all these images, often complex and elaborate? If the so-called science literacy has become a standard dimension of public understanding of science at the international level, much less studied so far is visual science literacy. We tested empirical indicators of visual science literacy in the context of three surveys (2014, 2015, and 2016) of public perception in Italy on a representative sample of the population. The results show that respondents fare generally better in recognizing images related to science than in responding to textual questions. Images could offer relevant opportunities for greater public engagement with scientific results.
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Dissertations / Theses on the topic "Visual literacy"

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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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Sebell, Kristina, and Juhani Lundgren. "Visual Literacy i bildundervisningen." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36114.

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Med bakgrund i begreppet visual literacy, samt elevers och lärares föreställningar kring bildämnets syfte och innehåll, undersöker detta arbete hur lärare förhåller sig till begreppet visual literacy i sin undervisning och hur lärarna uppfattar begreppet i relation till läroplanen. Detta undersöks utifrån en pragmatisk syn på kunskap och lärande. Begrepp från det multimodala perspektivet Design för lärande har brukats för att analysera faktorer som påverkar lärares genomförande och val av undervisnings innehåll. Materialet har samlats in genom fem semistrukturerade intervjuer med bildlärare som arbetar i grundskolan. Resultatet visar att dem delar som visual literacy består av finns med i informanternas undervisning. Kopplingar mellan visual literacys innehåll och den pragmatiska kunskapssynen diskuteras även. Utifrån informanternas uppfattningar av visual literacys relation till bildundervisning och styrdokumenten, identifieras två förhållningsätt.Nyckelord: Bildundervisning, Bildämne, Visual Literacy
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DeBoer, Stewart Brett. "Visual advocacy campaign for literacy /." Online version of thesis, 1989. http://hdl.handle.net/1850/11501.

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

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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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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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Ko, Hoang Youn-Ju. "Vermittlung von "Visual Literacy" durch Computeranimation im Kunstunterricht." [S.l. : s.n.], 2000. http://www.diss.fu-berlin.de/2000/137/index.html.

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Anguiano, Arcelia. "Visual literacy in kindergarten: How can visual literacy be used as a tool to promote student learning in the kindergarten classroom?" CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2559.

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The purpose of this project is to create a guide for planning effective use of visuals. Recent studies demonstrate the effectiveness of using visuals in classroom instruction, including the fact that English language learners benefit from using this tool.
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Books on the topic "Visual literacy"

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1955-, Elkins James, ed. Visual literacy. New York: Routledge, 2007.

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Marsha, Davis, ed. Visual literacy: Tables, graphs. Syracuse, NY: New Readers Press, 2004.

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M, Moore David, and Dwyer Francis M, eds. Visual literacy: A spectrum of visual learning. Englewood Cliffs, N.J: Educational Technology Publications, 1994.

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

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Clemente, Rebecca. Visual literacy: A selected bibliography. Englewood Cliffs, N.J: Educational Technology Publications, 1990.

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Lopez-León, Ricardo, and Dana Statton Thompson. Connecting Visual Literacy to Theory. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032651781.

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Schirato, Tony. Reading the visual. Crows Nest, NSW: Allen & Unwin, 2004.

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Lowe, Richard. Visual literacy and learning in science. [Columbus, Ohio]: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 2000.

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G, Beauchamp Darrell, Braden Roberts A, Griffin Robert E. 1946-, and International Visual Literacy Association, eds. Imagery and visual literacy: Selected readings. [Blacksburg, Va.]: International Visual Literacy Association, 1995.

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Guo, Yixiu. Seenthesis: Visual literacy through Singapore photography. Edited by Kong Yen Lin author and Lee Gwen editor. Singapore: DECK, 2019.

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Book chapters on the topic "Visual literacy"

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Avgerinou, Maria D., and Rune Pettersson. "Visual Literacy Theory." In Handbook of Visual Communication, 433–64. Second edition. | New York, NY: routledge, 2020. | Series: Routledge communication series: Routledge, 2020. http://dx.doi.org/10.4324/9780429491115-40.

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Roehr, Daniel. "From Visual to Multisensorial Literacy." In Multisensory Landscape Design, 1–16. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429504389-1.

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Jaleniauskiene, Evelina, and Judita Kasperiuniene. "Visual Literacy Development Through Infographics." In Communications in Computer and Information Science, 189–200. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99885-1_17.

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Stead, Tony. "Visual Literacy: Comprehension Beyond Words." In Reality Checks, 149–71. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032682266-13.

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Wood, Christiane, Laurie Stowell, and Merryl Goldberg. "Visual Literacy and the Arts." In Innovation, Literacy, and Arts Integration in Multicultural Classrooms, 180–209. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003107101-8.

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Chesner, Geri A. "Visual Literacy Development through Picturebooks." In Connecting Visual Literacy to Theory, 91–104. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032651781-7.

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Hailey, Dabney, Alexa Miller, and Philip Yenawine. "Understanding Visual Literacy: The Visual Thinking Strategies Approach." In Essentials of Teaching and Integrating Visual and Media Literacy, 49–73. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05837-5_3.

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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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Chen, Xi, Richard C. Anderson, Hong Li, and Hua Shu. "Visual, Phonological and Orthographic Strategies in Learning to Read Chinese." In Literacy Studies, 23–47. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7380-6_2.

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Wimmer, Heinz, and Philipp Ludersdorfer. "Searching for the Orthographic Lexicon in the Visual Word Form Area." In Literacy Studies, 57–69. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90805-2_3.

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Conference papers on the topic "Visual literacy"

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Strazdina, Eva. "Visual Literacy in the Context of Digital Education Transformation." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.82.

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The evolution of digital technologies and the use of visual media in our everyday life highlights the necessity to educate visually literate individuals. The Organisation for Economic Co-operation and Development (OECD, 2018) has launched the Future of Education and Skills 2030 that emphasizes that due to the digitalization into all areas of life, digital and data literacy are considered to be core foundations and being literate in this context requires the ability to comprehend, interpret, use and create textual and visual information in various formats, contexts and for diverse purposes (making meaning based on encoding and decoding signs/sign systems). The concept of visual literacy has been studied for several decades, however, it is a relatively new study area within a digital environment in Latvian media and education context. By bringing attention to the practice and reporting students comprehension and competency within the domain of digital visual literacy, the author reports the findings of a study that examined the competence of the sub-domain of visual literacy, applying Inquiry Graphic (IG) as a framework for the analysis. The purpose of this paper is to contribute quantitative and qualitative data to the domain of visual literacy amongst the Riga Art and Media school final year students and conceptualize visual literacy in the process of digital education transformation, proposing further research on academic practice and pedagogical tools to improve a person’s visual literacy and visual media competence in a digital environment.
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Josefsson, Pernilla. "VISUAL LITERACY IN PRESCHOOL." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1656.

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Watzman, Suzanne. "Visual literacy for interface designers." In CHI '99 extended abstracts. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/632716.632804.

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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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VITCOVSCHII, Ala. "Visual literacy within art education in primary school." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v2.25-03-2022.p34-39.

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Nowadays the visual literacy became an important indicator for many areas of social activity. It enlarges traditional semnification of literacy and is recognized as necessary for surveillance and communication in modern era. The discipline of plastic education from primary school suggests checking of visual education for confirming the visual literacy. The ability of understating, exploring, interpretating and aesthetical summarizing of the visual images in this area can be obtained by activities of interaction with the medium natural, medium vital and that of art.
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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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Гвоздев, А. В. "Teacher Visual Literacy in the Information Society." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.79.88.052.

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современная культура характеризуется все нарастающим потоком визуальной информации. Визуальная грамотность позволит не только разобраться в нем, но и эффективно создавать и использовать изображения в коммуникации, учитывая культурный контекст, наладить гармонию между визуальным восприятием и дискурсивным мышлением. Также визуальная грамотность учит устойчивости по отношению к манипуляциям в медиа. Особую актуальность данная тема приобретает при подготовке учителей в педагогических вузах. modern culture is characterized by an ever-growing stream of visual information. Visual literacy will allow not only to understand it, but also to effectively create and use images in communication, considering the cultural context, to establish harmony between visual perception and discursive thinking. Visual literacy also teaches resilience to media manipulation. This topic is particularly relevant in the preparation of teachers in pedagogical universities.
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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." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4978.

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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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Reports on the topic "Visual literacy"

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Lusardi, Annamaria, Anya Savikhin Samek, Arie Kapteyn, Lewis Glinert, Angela Hung, and Aileen Heinberg. Visual Tools and Narratives: New Ways to Improve Financial Literacy. Cambridge, MA: National Bureau of Economic Research, June 2014. http://dx.doi.org/10.3386/w20229.

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Petrie, Christopher, and Katija Aladin. Spotlight: Visual Arts. HundrED, December 2020. http://dx.doi.org/10.58261/azgu5536.

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HundrED and Supercell believe that fostering Visual Art skills can be just as important as numeracy and literacy. Furthermore, we also believe that Visual Arts can be integrated into all learning in schools and developed in a diversity of ways. To this end, the purpose of this project is to shine a spotlight, and make globally visible, leading education innovations from around the world doing exceptional work on developing the skill of Visual Arts for all students, teachers, and leaders in schools today.
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Mills, Kathy, Elizabeth Heck, Alinta Brown, Patricia Funnell, and Lesley Friend. Senses together : Multimodal literacy learning in primary education : Final project report. Institute for Learning Sciences and Teacher Education, Australian Catholic University, 2023. http://dx.doi.org/10.24268/acu.8zy8y.

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[Executive summary] Literacy studies have traditionally focussed on the seen. The other senses are typically under-recognised in literacy studies and research, where the visual sense has been previously prioritised. However, spoken and written language, images, gestures, touch, movement, and sound are part of everyday literacy practices. Communication is no longer focussed on visual texts but is a multisensory experience. Effective communication depends then on sensory orchestration, which unifies the body and its senses. Understanding sensory orchestration is crucial to literacy learning in the 21st century where the combination of multisensory practices is both digital and multimodal. Unfortunately, while multimodal literacy has become an increasing focus in school curriculum, research has still largely remained focussed on the visual. The Sensory Orchestration for Multimodal Literacy Learning in Primary Education project, led by ARC Future Fellow Professor Kathy Mills, sought to address this research deficit. In addressing this gap, the project built an evidence base for understanding how students become critical users of sensory techniques to communicate through digital, virtual, and augmented-reality texts. The project has contributed to the development of new multimodal literacy programs and a next-generation approach to multimodality through the utilisation of innovative sensorial education programs in various educational environments including primary schools, digital labs, and art museums.
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Shaw, Jackie, and Mary Wickenden. Insights from Inclusive Participatory Fieldwork with Learners with Deafblindness and Other Marginalised Impairments. Institute of Development Studies, November 2023. http://dx.doi.org/10.19088/ids.2023.014.

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This paper describes and discusses a piece of inclusive and participatory fieldwork carried out at two sites in Bangladesh in close collaboration with local and international NGOs working on disability as part of the UK government (FCDO) funded Disability Inclusive Development (DID) programme. Our research fieldwork engaged two small groups of learners with specific identities (deafblind or young women) in workshops aiming to gather examples of and understand their experiences as young people with disabilities, both in general terms and about a work-focussed programme. Creative, visual and arts based multi-modal methods were used to encourage maximum participation, including from those with little or no spoken language or literacy. Some were accompanied by carers or supporters who also shared their perspectives. Local staff teams from collaborating INGOs and Organisations of People with Disabilities (OPDs) supported, participated in and learnt from the process. Detail about the workshop activities and data from the participants are presented and discussed. Recommendations from the participants and reflections on the methodological aspects are provided. We concluded that using inclusive, participatory and creative research methods generates rich insights into people’s experiences, which can increase understandings about marginalised people’s lives and inform future interventions to promote their inclusion.
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Makhachashvili, Rusudan K., Svetlana I. Kovpik, Anna O. Bakhtina, and Ekaterina O. Shmeltser. Technology of presentation of literature on the Emoji Maker platform: pedagogical function of graphic mimesis. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3864.

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The article deals with the technology of visualizing fictional text (poetry) with the help of emoji symbols in the Emoji Maker platform that not only activates students’ thinking, but also develops creative attention, makes it possible to reproduce the meaning of poetry in a succinct way. The application of this technology has yielded the significance of introducing a computer being emoji in the study and mastering of literature is absolutely logical: an emoji, phenomenologically, logically and eidologically installed in the digital continuum, is separated from the natural language provided by (ethno)logy, and is implicitly embedded into (cosmo)logy. The technology application object is the text of the twentieth century Cuban poet José Ángel Buesa. The choice of poetry was dictated by the appeal to the most important function of emoji – the expression of feelings, emotions, and mood. It has been discovered that sensuality can reconstructed with the help of this type of meta-linguistic digital continuum. It is noted that during the emoji design in the Emoji Maker program, due to the technical limitations of the platform, it is possible to phenomenologize one’s own essential-empirical reconstruction of the lyrical image. Creating the image of the lyrical protagonist sign, it was sensible to apply knowledge in linguistics, philosophy of language, psychology, psycholinguistics, literary criticism. By constructing the sign, a special emphasis was placed on the facial emogram, which also plays an essential role in the transmission of a wide range of emotions, moods, feelings of the lyrical protagonist. Consequently, the Emoji Maker digital platform allowed to create a new model of digital presentation of fiction, especially considering the psychophysiological characteristics of the lyrical protagonist. Thus, the interpreting reader, using a specific digital toolkit – a visual iconic sign (smile) – reproduces the polylaterial metalinguistic multimodality of the sign meaning in fiction. The effectiveness of this approach is verified by the poly-functional emoji ousia, tested on texts of fiction.
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