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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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Prieler, Tanja. "Early literacy in the digital age : relationships between visual attention, digital exposure and emergent literacy." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/23088/.
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The emergence of digital technology has brought about children being exposed to digital text from a very young age. To explore how this potentially shapes reading development, there is the need to investigate whether it is necessary to identify digitally-relevant predictor skills of reading alongside other more traditional literacy precursor skills. While phonological decoding has repeatedly been shown as a strong predictor of reading success (Snowling, 2000; Vellutino et al., 1991), visual attention has only more recently been recognised as important moderator of reading performance (Franceschini et al., 2012). With an increasingly rapid move away from standardised typographic text formats (Picton, 2014), individual variation in visual attention skills is likely to be an important moderator of reading performance. This study explored longitudinal relationships between children's exposure to digital devices, visual attention development, traditional predictors of reading and their relative impact on word reading after the first school year. UK children from a normative group of emerging readers (N = 140) were recruited at the beginning of Reception (4;7 years) and reassessed at the start of Year 1. Participants were tested on their visual attention and other traditional literacy precursor skills, including: phonological awareness, letter-sound knowledge, receptive vocabulary, short-term memory, and non-verbal ability. Further, information was gathered on children's digital exposure. Cross-sectional data at both time points demonstrated moderate correlations between visual attention and traditional precursor skills of reading, but no relationships between children's digital exposure and their visual attention. Within regression analyses, visual attention, while contributing variance longitudinally to single word reading after one year of schooling, was not found to be a unique predictor of single word reading after other variables were entered into the model in a prior step. The relevance of these findings, as well as related theoretical and practical implications are discussed.
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Rutherford, Sarah. "Business Environmental Design, Consumer Visual Literacy and Self-Concept." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1353277884.
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Mnyanda, Lutho. "Investigating the interplay between Grade 9 learners’ home visual literacy and their development of school visual literacy in English First Additional language classrooms." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/50191.
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Visual literacy is one of the critical aspects that English First Additional Language teachers and learners battle with. The focus of this investigation was on developing learners’ performance in visual literacy and helping teachers improve teaching practice. This thesis reports on efforts in developing critical visual literacy in two Grade 9 classrooms; a rural and a township school in the King William’s Town District in the Eastern Cape. The research spread over four week, spending two weeks at each school as an ethnographic researcher, being assimilated to the culture of the each school. In understanding the kind of visual knowledge that these learners brought from home between the rural-urban divide, the learners displayed an interest in visual literacy, used the necessary language and appeared to design certain visual materials around the school. Data was collected in the form of questionnaires that learners filled, informal Facebook conversation screenshots, as well as the researcher’s field notes. Learner focus group discussions were conducted, tape recorded and transcribed. Two lessons each were observed with the two teachers, and these were recorded and transcribed. A camera was used to take shots in the classroom to show the interaction between the teachers and the learners. Also, semi-structured interviews were held with each teacher and these were recorded and transcribed. The data revealed that there were no major differences between rural and urban school learners. However, the research has provided a valuable insight into the mismatch between home visual literacy practices and school visual literacy teaching. The learners’ digital visual literacy practices were far ahead than those of the teachers who are not able to capitalise on these visual skills; the cultural capital that learners bring to school. Learners also displayed a low reading culture but the medium for reading has shifted considerably and learners developed communication skills through digital technology. Teacher agency in the classroom revealed that teachers need to first engage with the cognitive functions of the visual images that they teach by the prevalence of low level questions that they ask. Moreover, there is a place for translanguaging in visual literacy lessons. These indicate important areas for teacher development to promote the emergence of transformative agency.
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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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Mestre, Célia Patrícia Teixeira. "Relatório da prática de ensino supervisionada em ensino de artes visuais no 3º ciclo e ensino secundário realizado nas escolas: ES3 Diogo de Gouveia e agrupamento EBI Mário Beirão, ambas em Beja: a narrativa visual e a representação interpretativa: o contributo das novas tendências da ilustração para o pensamento crítico nos adolescentes." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/14884.
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Propor ao aluno formas de valorização do pensamento crítico em
relação a si e ao que o rodeia foi um dos referenciais para a
Prática de Ensino Supervisionada descrita neste documento.
Ao longo deste relato de experiência pedagógica, a tónica
manteve-se nas competências relativas à capacidade do aluno
para definir planos de trabalho com vista à solução dos
enunciados propostos. Os alunos foram motivados para o
desenvolvimento de competências que lhes permitiram delinear
previamente objectivos a atingir, desenvolver mecanismos de
autonomia na resolução de problemas, equacionar soluções e
avaliar processos e resultados.
Para as práticas pedagógicas aqui descritas propôs-se preparar o
aluno para a criação de metodologias de trabalho - individual e de
grupo – fomentando a sua autonomia e segurança para que as
possa reproduzir e aplicar noutras aprendizagens e desempenhos; ABSTRACT:Propose ways of valuing the student's critical thinking about
themselves and what surrounds them was one of the benchmarks
for the Supervised Teaching Practice described in this document.
Throughout this report of teaching experience, the focus remained
on the skills and the ability to define work plans that seek for
solutions for assigned tasks. Students were encouraged to develop
skills that allowed them to draw objectives in advance, to develop
mechanisms of autonomy in solving problems, to consider
solutions and evaluate processes and outcomes.
The pedagogical practices described herein were meant to prepare
the students for the establishment of working methods - individual
and group - encouraging their independence and self-assurance so
they apply them in other learning and accomplishments.
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Oliveira, Elaine Aparecida de. "Desenvolvimento e avaliação de uma ferramenta para diagnostico da literacia visual, contextualizada no estudo de vias metabolicas." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/314741.
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Orientador: Eduardo GalembeckDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Biologia
Made available in DSpace on 2018-08-15T17:08:58Z (GMT). No. of bitstreams: 1 Oliveira_ElaineAparecidade_M.pdf: 4028860 bytes, checksum: 12a75ba90b00d8eded4dc1107cc6168a (MD5) Previous issue date: 2010
Resumo: Representações externas são muito utilizadas no ensino de bioquímica. As vias metabólicas constituem um tipo de representação externa e envolvem habilidades visuais; estão, portanto, intimamente relacionados à literacia visual (capacidade de interpretar imagens). Há uma preocupação crescente em diagnosticar a dificuldade dos estudantes com a bioquímica. Este tipo de diagnóstico é importante para poder propor soluções pedagógicas que possam facilitar o aprendizado. O presente trabalho tem como objetivo descrever o desenvolvimento e a aplicação de um teste informatizado para diagnosticar a literacia visual, relacionada ao estudo de vias metabólicas, de estudantes de cursos das áreas biológica e da saúde. Inicialmente foram desenvolvidos testes piloto com itens (modelos e questões) que contemplavam habilidades visuais para a compreensão de vias metabólicas mais frequentemente representadas em livros didáticos de bioquímica. Os testes piloto foram aplicados em 2007 e 2008 com turmas de graduação de cursos da área biológica e da saúde. Os resultados obtidos serviram de subsídio para que alguns itens fossem reformulados e outros adicionados. Os resultados obtidos foram tratados com uso do modelo de Rasch, tanto no processo de equalização dos testes piloto (para definir os itens do teste final), como para o tratamento dos resultados obtidos com a calibração de itens-respondentes após as aplicações do teste final. Três grupos participaram da aplicação do teste final e compreenderam 79 estudantes distribuídos entre os cursos de educação física (UNICAMP), enfermagem (UNICAMP) e fisioterapia/nutrição (FAJ). A partir dos dados obtidos utilizou-se o processo de calibração de itens-respondentes, proposta pelo modelo de Rasch, obtendo-se a dificuldade dos itens e as habilidades visuais apresentadas pelos grupos. Os resultados observados sugerem que entre as dificuldades apresentadas pelos estudantes no aprendizado de metabolismo pode ser incluída a dificuldade em se compreender as representações externas de vias metabólicas. Essa dificuldade pode ser minimizada com explicações dos modelos antes de se entrar nos conteúdos específicos. O teste produzido permite o diagnóstico de estudantes ou de grupos. A necessidade de desenvolver práticas de visualização para melhorar a compreensão de conceitos bioquímicos pelos estudantes mostrou-se um aspecto importante no estudo de vias metabólicas
Abstract: External representations are used in teaching of biochemistry. The metabolic pathways are a type of external representation and involve visual skills, are therefore closely related to visual literacy (ability to interpret images). There is an increasing concern regarding the diagnosis of students with difficulty to the biochemistry, this type of diagnosis is important to be able to propose solutions that would facilitate learning. This paper aims to describe the development and implementation of a computerized test to diagnose the visual literacy, related to the study of metabolic pathways for undergraduate students enrolled in courses in the biological and health. Initially, pilot tests have been developed with (models and items) that looked visual skills for the understanding of metabolic pathways most often represented in textbooks of biochemistry. The pilot tests were applied in 2007 and 2008 on undergraduate classes of various courses in the biological and health. The results served as a subsidy for some items were reformulated and others added. The results are processed using the Rasch model, both in the process of equalizing the pilot tests (for set of the final test) and for the treatment of the results obtained with calibration of items-respondents the applications for the final test. Three groups participated in the implementation of the final test and included 79 students distributed among the courses of physical education (UNICAMP), nursing (UNICAMP) and physiotherapy/nutrition (FAJ). From the data we used the calibration of items-respondents proposed by Rasch model resulting in the difficulty of items and visual skills presented by the groups. The results suggest that among the difficulties presented by the students in the learning of metabolism may be included the difficulty in understanding the external representations of metabolic maps. This difficulty can be minimized with the explanations of the models before they enter the specific content. The test produced allows the diagnosis of students or groups. The need of developing imagery to improve the understanding of biochemical concepts by students were an important aspect in the study of metabolic pathways
Mestrado
Bioquimica
Mestre em Biologia Funcional e Molecular
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Noble, Kate J. "Picture thinking : the development of visual literacy in young children." Thesis, University of Cambridge, 2007. https://www.repository.cam.ac.uk/handle/1810/252050.
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Brizee, Allen. "Teaching Visual Literacy and Document Design in First-Year Composition." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/32978.
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Given our ability to communicate quickly and effectively through visuals such as signs and pictures, it is not surprising that graphical messages now permeate our technology-oriented culture. Magazines, television, and computers integrate text and graphics to convey information. As teachers of writing, we need to study and understand these visually enhanced texts, because they have become the standard for communication in our society. Beyond this, we should learn how to teach students about visual literacy and document design so that they can effectively interpret these visually enhanced texts and create documents that use visuals and words together; this will also prepare students for college writing and workplace writing.
Naturally, there exists some uncertainty surrounding the inclusion of these ideas in first-year composition. First-year writing is already difficult to teach because colleges expect us to foster critical reading, critical thinking, and critical writing skills in students from a wide variety of disciplines. Compounding these challenges are large class sizes and shrinking budgets. However, many scholars assert that visual thinking is an essential part of the learning process and must be included in writing courses. Specifically, some scholars suggest that we should integrate visual literacy and document design into first-year composition courses to help students create effective documents for college and the workplace. This thesis explores the scholarship surrounding visual literacy, document design, and professional writing in first-year composition. The project underscores the importance of using students' visual thinking processes to help them organize and present information in college writing and beyond.Master of Arts
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Passos, Jeane dos Reis. "A information literacy e os deficientes visuais: um caminho para a autonomia?" Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/27/27151/tde-04112010-151448/.
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Esta tese se propõe a discutir a problemática dos deficientes visuais, que tenham ingressado ou que sejam egressos do ensino superior paulista, do ponto de vista informacional, de forma a identificar como esses estudantes percebem a necessidade, adquirem, compreendem e utilizam a informação. Para tanto, realizou-se uma revisão bibliográfica discutindo os aspectos históricos e conceituais da Information Literacy, bem como suas ações voltadas para estudantes do ensino superior. Contextualizou-se o ambiente informacional do deficiente visual brasileiro, focalizando o ensino superior, bem como, ponderou-se sobre que cenário se apresenta a esses cidadãos do ponto de vista intelectual, tecnológico, de acesso aos recursos físicos, e de conteúdo. Nesse contexto, buscou-se mapear o conjunto de habilidades e competências informacionais a serem desenvolvidas pelos deficientes visuais, no processo de construção de trabalhos acadêmicos, compreendidas a partir do modelo Information Literacy desenvolvido por Carol Kuhlthau denominado Information Search Process ISP, no desenvolvimento dos instrumentos de coleta, no processo de coleta propriamente dito e na análise dos dados coletados. Por trata-se de um estudo exploratório, trabalhou-se numa abordagem qualitativa, elegendo o estudo de usuário para mapear as questões propostas. Realizou-se a entrevista semi-estruturada com 10 deficientes visuais pertencentes às modalidades do ensino superior de graduação e pós-graduação. Elaborou-se os resultados a partir do diagnóstico realizado na pesquisa e o estudo realizado por Christina Doyle no qual apresenta um levantamento dos predicados para uma pessoa ser considerada competente em informação. Como resultado final, apresenta-se um elenco de possíveis ações para que os atores do processo educacional do deficiente visual, sobretudo na educação superior, possam definir ações necessárias ao desenvolvimento ou promoção de programas de Information Literacy específicos para deficientes visuais, com o intuito de torná-los competentes em informação. Identificou-se que essas ações estão contidas em três dimensões relacionadas às barreiras de acessibilidade: informacional, digital e no âmbito dos relacionamentos.This thesis discuss the issue of visually handicapped, who have ingressed or egressed on higher education of São Paulo as information is regarded; identifying how these students realize the information need and how to acquire, understand and use it. Therefore, a bibliographic review has been developed to discuss the historical and conceptual aspects of Information Literacy, as well as its actions aiming students of higher education. The Brazilians visually handicappeds environment was regarded, focusing on higher education and considering the intellectual, technological, access to physical resources and content scenery in which they live in. In this context, a map of abilities and information literacy skills to be developed by visually handicapped was created, starting from Carol Kuhlthaus Information Literacy model named Information Search Process ISP, which shows the development of gathering instruments, the gathering itself and the analysis of the gathered data. Because it is an exploratory study, a qualitative approach was considered, using the user study to create a map of the questions proposed. A semi-structured interview was made with 10 visually handicapped on graduation or postgraduate education. Produced the results from the diagnosis made in the research and study by Christina Doyle which presents a survey of the predicates for a person to be considered \"information literate.\" As a final result, it presents a list of possible actions for the actors of the educational process of the visually handicapped, especially in higher education, can define actions necessary for the development or promotion of Information Literacy programs specific to the visually handicapped, in order to make them competent in information. It was identified that these actions are contained in three dimensions related to the barriers of accessibility: informational, digital and within relationships.
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Pretorius, Leana. "A Methodological framework for observation drawing : empowering middle childhood Visual Arts learners with visual literacy skills." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52959.
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Against the background of Western art education, realistic drawing lost its position of power in the early 20th century. The concept child art was introduced which led to extensive research being conducted into the natural patterns of development and self-expression. Realistic drawing was perceived as rigid and as stifling creativity (Holt, 1979). Drawing forms the basic skill for the subject Visual Arts, yet middle childhood learners often lack the skill to draw realistically. This defined the research questions for this inquiry: How do observation drawing techniques, as an intervention, affect the drawing competence of middle childhood learners? How can the findings of the afore-mentioned question serve to inform a methodological framework for observation drawing? Edwards (1982) cognitive shift model which hypothesises that drawing performance can be enhanced by inhibiting left brain involvement in the task was used as the conceptual framework for this study.
This study was qualitative in nature and placed within arts-based research design, which involves the use of visuals as data. To stimulate the study, Piaget s cognitive development theory was used as theoretical framework. The framework was grounded in constructivism and valued student learning.
The study took place in a South African classroom. Participants in this study were 13 middle childhood learners who believed that they had no talent for art. The participants completed a pre-intervention questionnaire involving two unmediated drawings which were evaluated according to the theory of drawing development stages, hypothesised by Sully in 1885. Observation drawing techniques were administered as intervention during five studio drawing sessions. The main findings justified Edwards claim that nearly anyone can learn to draw using these techniques. Comparing the before and after drawings, the results suggested that observation drawing techniques facilitated learning to draw as all the participants improved noticeably. The findings informed a drawing methodology which serves the need for direct instruction in drawing and perceptual skills to empower Visual Arts learners with artistic and visual literacy.Dissertation (MEd)--University of Pretoria, 2015.
Science, Mathematics and Technology Education
MEd
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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, Patrick Thomas. "Media transformations : framing, multimodality and visual literacy in contemporary media spaces." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/14285.
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Multimodal theory has developed out of social semiotics and can be seen as a response to the rise in the use of new technologies for the creation, distribution and consumption of media texts and the need to find new ways of describing and explaining their role in representation and communication. Its development is historical. It is a response to change over time. The incorporation of the visual into social semiotics marks a key moment in the development of multimodal theory. Visual literacy is discussed in relation to changes in modes of representation and a critique of this concept is provided. This is conducted in relation to how the visual modality has been integrated into social semiotics as a platform for research into multimodal communication more generally. Framing is developed along three main lines of enquiry (semiotic, cognitive and affective) as alternative ways of accounting for some of these shifts in communication and each are presented in the form of case studies. Framing and its close relationship with composition in media texts is discussed and this understanding, one that emphasise proximity as a multimodal principle, is applied to the visual design of content, the realisation of context through the provision visual cues, and later to embodiment and urban space. The three case studies, the application of framing to a range of media texts, the critical judgements made about the role visual in contemporary theory and the application of these concepts to multimodality are presented as part of an intellectual journey.
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Esbin, Howard Bennett. "Carving lives from stone : visual literacy in an African cottage industry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0017/NQ44422.pdf.
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Williams, Alexandra L. Gilbert Juan E. "SimBuilder Science an approach to enhancing reading literacy through visual programming /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/WILLIAMS_ALEXANDRIA_34.pdf.
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Taukobong, Tshegofatso Martha. "The visual literacy of Grade 10 Life Sciences learners in cytology." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65471.
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In Life Sciences Education, the use of educational external representations (ERs) such as diagrams, models and animations are increasingly appearing in learning and teaching resources. However, their effectiveness is limited if learners experience learning difficulties due to lack of visual literacy and spatial ability skills to work with ERs. The study explored the level of visual literacy of 225 Grade 10 Life Sciences learners in cytology across six secondary schools in Pretoria, Gauteng. It was theorised that ERs need to be integrated in the Life Sciences curricula to develop learners’ visual literacy and spatial ability skills. With this theory, the study aimed to explore the visual literacy of Grade 10 Life Sciences learners and the influence of gender and school location on the visual literacy and spatial ability skills of the learners. Through a quantitative research method a Life Sciences visual literacy questionnaire and a spatial ability test were used to collect data. Collected data was analysed descriptively and inferentially through Statistical Package Social Sciences Version 23. The results showed that most Grade 10 Life Sciences learners lack average visual literacy skills. Furthermore, the results showed that gender doesn’t play a role on the learners’ performance in visual literacy skills as both genders performed equally in both tests, On the other hand, the results showed that the location of the school (urban, rural or township) has an effect on the learners’ performance in visual literacy skills. Teachers need to incorporate different ERs that would stimulate different senses and which will also enhance learners’ visual literacy and spatial ability skills in their lessons. A conclusion and some recommendations for future research are given.Dissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Moore, Heather. "Looking again : a critical reappraisal of visual literacy in the curriculum." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/11567.
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Bibliography: leaves 103-107.In this study I examine the concept of visual literacy and the way it is incorporated into, and interpreted by Curriculum 2005, from the perspective of the educational illustrator. In order to come to a better understanding of the notion of visual literacy, I explore the extensive body of literature on this topic, from which it is evident that there is little consensus regarding an academic understanding of visual literacy. An analysis of the way the notion of visual literacy is interpreted and implemented by Curriculum 2005 reveals a considerable lack of clarity on the part of curriculum designers. One of the main reasons for this is the problematic use of a "literacy" analogy in their engagement with the visual mode.
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Kundema, Imani Bakari. "Teaching for visual literacy by mathematics teachers in Tanzanian secondary schools." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60951.
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In this study, I examined the topic of teaching for visual literacy by mathematics teachers in Tanzanian secondary schools. One of the goals of teaching mathematics in these schools is for learners to acquire mathematical knowledge and skills, which will be useful in their daily lives and future careers. Several studies have shown that visual literacy enables learners to acquire knowledge and skills that are also useful in their lives and future careers.
It is a well-known fact that mathematics plays an important role in human endeavours, and life in general. On the one hand, research persistently reports that mathematical concepts are too abstract and complex for learners, which makes it difficult for teachers to teach these concepts effectively. On the other hand, the literature suggests that teaching mathematics for visual literacy could assist learners in understanding mathematical concepts easily, and developing visual literacy skills. Learners could better understand the mathematical concepts being taught and acquire visual literacy skills through the use of both teacher-centred and learner-centred teaching styles and various teaching strategies, including traditional teaching; group work, in particular cooperative learning; discovery; problem-based learning; multimedia instruction; as well as providing an opportunity for learners to interpret visual information and use visual media.
Using a case study of three mathematics teachers from three schools, this study examined how Tanzanian secondary school mathematics teachers taught for visual literacy in Form 2 classrooms. The data was collected using classroom observations and interviews. The findings from the collected data have suggested that Tanzanian mathematics teachers do not meet the requirements for teaching mathematics for visual literacy due to various factors, such as the length of the syllabus, lack of pedagogical content knowledge, insufficient technology and dynamic media in schools, teachers' beliefs, National Examinations rules and regulations, and overcrowded classrooms. Recommendations for further studies based on this study have also been made.Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Allen, Patrick T. "Media Transformations: Framing, Multimodality and Visual Literacy in Contemporary Media Spaces." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/14285.
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Multimodal theory has developed out of social semiotics and can be seen as a response to the rise in the use of new technologies for the creation, distribution and consumption of media texts and the need to find new ways of describing and explaining their role in representation and communication. Its development is historical. It is a response to change over time. The incorporation of the visual into social semiotics marks a key moment in the development of multimodal theory.
Visual literacy is discussed in relation to changes in modes of representation and a critique of this concept is provided. This is conducted in relation to how the visual modality has been integrated into social semiotics as a platform for research into multimodal communication more generally.
Framing is developed along three main lines of enquiry (semiotic, cognitive and affective) as alternative ways of accounting for some of these shifts in communication and each are presented in the form of case studies. Framing and its close relationship with composition in media texts is discussed and this understanding, one that emphasise proximity as a multimodal principle, is applied to the visual design of content, the realisation of context through the provision visual cues, and later to embodiment and urban space. The three case studies, the application of framing to a range of media texts, the critical judgements made about the role visual in contemporary theory and the application of these concepts to multimodality are presented as part of an intellectual journey.
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Ahlberg, Kerstin. "Visual literacy i klassrummet : En studie av elevers visuella praktiker i bild, svenska och NO." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-334019.
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Syftet med denna studie är att utifrån elevernas perspektiv undersöka vilken visual literacy som förväntas i ämnena bild, svenska och NO i grundskolans årskurs 4-6. Frågeställningarna fokuserar vilka visuella praktiker eleverna deltar i och vilken literacy som kommer till uttryck i dessa praktiker, hur eleverna förhåller sig och vilket stöd de erbjuds när de hanterar visuellt material. Teoretiskt utgår studien från områdena Visuell kultur och New literacy studies, men den vilar också på socialsemiotisk forskning och teorier om multimodalitet. Inom New literacy studies undersöks textpraktiker, i detta arbete är det elevernas visuella praktiker som studeras, dvs. när eleverna läser och skapar bilder i undervisningen. Metodologiskt bygger studien på visuell etnografi, där forskningsmaterialet producerats genom deltagande observation i fyra klasser på mellanstadiet. Fotografier, observationsanteckningar och utskrifter av intervjuer med fyra elevgrupper utgör underlaget för analysen. Analysen visar att eleverna deltar i flera olika visuella praktiker inom ramen för de studerade ämnena. Det handlar om att skapa bilder eller digitala presentationer, men också om att läsa texter med visuellt material eller att se streamade filmer. Dessa praktiker uppvisar både likheter och skillnader. Sammanfattningsvis får eleverna möjligheter att lära om material och tekniker, använda och kommunicera med bilder, men undervisas i mindre mån i att analysera visuella uttryck. Undersökningen görs mot bakgrund av det ökade bildflödet i samhället. Om eleverna ska bli visuellt litterata krävs att alla ämnen tar ansvar för att behandla de visuella material som används i undervisningen. För bildämnets del betyder det också att lärarna måste ta den kommunikativa inriktningen på allvar och öva eleverna inte bara i att skapa bilder, utan också i att analysera och kritiskt granska de bilduttryck de möter.
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Bandola, Alexandra Isabel Ratado. "Relatório da prática de ensino supervisionada em ensino de artes visuais no 3º ciclo do ensino básico e secundário realizada nas Escola Secundária Gabriel Pereira e Escola Básica 2, 3 André de Resende : A ideia no desenho, diferentes desenhos no ensino das artes visuais." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/19025.
Full textAbstract:
O presente trabalho, onde foi desenvolvido o tema “A Ideia no Desenho, Diferentes
Desenhos no Ensino das Artes Visuais”; foi elaborado no âmbito da Prática de Ensino
Supervisionada do Mestrado em Ensino de Artes Visuais no 3º ciclo do Ensino Básico e
no Ensino Secundário, pretende dar a conhecer os aspetos inerentes à Prática de Ensino
Supervisionada desenvolvida no ano letivo de 2011/2012 na Escola Secundária Gabriel
Pereira e Escola Básica André de Resende.
O relatório integra a preparação científica, pedagógica e didática; caraterização do
concelho de Évora; caraterização do contexto educativo, planificação, condução de
aulas, avaliação de aprendizagens e conclui com a análise da prática de ensino e
desenvolvimento profissional.
Possui ainda dois apêndices finais com informação citada e evidências significativas das
atividades desenvolvidas na escola. /ABSTRACT:The present work in which we develop a theme "The Idea in Drawing, Different
Drawings in Visual Art Education"; was prepared to achieve de Master Degree on
Teaching of the Visual Arts in the 3rd Cycle of Basic and Secondary Education, and it is
focused in the teaching supervised practice developed at the Escola Secundária Gabriel
Pereira and Escola Básica André de Resende Schools, during the academic year of
2011/2012. The report includes scientific, educational and didactical preparation;
characterization of the municipality of Évora; school planning, conducted lessons and
learning evaluation; and concludes with teaching analysis and professional
development.
It also includes two final appendices with quoted information and significant evidence
of the schooling activities. NOTA: em virtude de esta Tese conter apêndices de formatos diversos e incompatíveis para a introdução no repositório, só poderão ser consultados na Biblioteca Geral da Universidade de Évora.
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Getenhardt, Aleta M. "Computer competencies for visual communications students at Nicolet High School in Glendale, Wisconsin." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006gretenhardta.pdf.
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Basile, Jeffrey A. Jr. "A Modern Aesthetic Reevaluation of Literacy." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1418303891.
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Carmichael, Misty Dawn. "Teaching Media Literacy in the Composition Classroom: Are We There Yet?" Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/english_theses/21.
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Despite the prevalence and ubiquity of media in North American culture, educators still show reluctance to embrace media literacy as a necessary literacy. This study examines two media literacy activities using descriptive teacher research, and defining usefulness based on student response and applicability to composition objectives in the English 1101 classroom. Both lessons produce useful findings, with students rating the second activity as more useful than the first activity. This research lends sample assignments and confidence to instructors seeking to employ simple media literacy tactics in the introductory composition classroom.
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Kirsten, Monica. "Multilingual/multicultural aspects of visual literacy and interpretation in multimodal educational communication." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The aim of this thesis was to investigate the use of visual images in print texts produced for language teaching and learning. It tested the manner in which learners from different cultural contexts relate to selected visual images in language textbooks prepared for use in secondary schools. More specifically it aimed to gain clarity on how certain visual elements, relevant to the illustration of people, contribute to encouraging students to access their learning material. The research aimed to gain insight into the way in which visuals can be bridges or barriers to reading and thus also to learning in learner-centred language education in a multilingual/multicultural South African context.
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Thomson, Katherine Margaret Nicholson. "Reading the visual : the role of picturebooks in facilitating young adult literacy." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/38041.
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Many studies have examined the ways in which images in picturebooks aid in the development of positive attitudes towards reading. Additionally, studies have shown the ways that illustrations in picturebooks help readers to connect with literature and to comprehend themes and concepts that might otherwise be difficult to deconstruct. This study investigated whether images in a sample of three complex picturebooks: Fox by Margaret Wild and Ron Brooks, The Rabbits by John Marsden and Shaun Tan and The Island by Armin Greder might be used to support struggling readers in the secondary school classroom.
Perry Nodelman’s (1988; 2003) theory of narrative art was used as a framework for a close reading of three sample texts. The decision to use this framework was based on the desire to develop a manageable framework for students that would enable them to confidently read the visual elements of complex picturebooks. Specific elements of Nodelman’s theory: format and design, mood and atmosphere, style of illustrations and visual objects were identified as being elements that can be taught and be plausibly grasped by secondary-aged readers.
This study supports the notion that complex picture books provide a valuable resource for teachers to engage secondary-aged readers in critical thought through analysis of the images in these texts.
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Boehnert, Joanna Elizabeth Emma. "The visual communication of ecological literacy: designing, learning and emergent ecological perception." Thesis, University of Brighton, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566147.
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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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CARRION, PATRICIA TORRES PEREIRA. "THE RELATION OF VISUAL-DIGITAL LITERACY IN USER INTERACTION WITH MOBILE DEVICES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30700@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O ritmo acelerado de inovação tecnológica destaca as questões da relação entre usuários, objetos e ambientes digitais, e, evidencia, no contexto das interfaces gráficas, a existência de uma Alfabetização Visual-Digital. O meio digital, construído pela intersecção de diferentes mídias que misturam gêneros visuais distintos, exige dos usuários um conjunto específico de habilidades, uma vez que a instabilidade das interações digitais define uma dinâmica única entre designers, plataformas e usuários. Por isso, torna-se de extrema importância a investigação quanto às diferentes habilidades e processos de alfabetização desenvolvidos por usuários de tecnologia ao interagir na esfera digital. O objetivo desta pesquisa foi pesquisar o impacto da Alfabetização Visual, por meio da aquisição de repertórios, na experiência de usuários no acesso aos dispositivos móveis. Para tanto, trabalhou-se com a hipótese de que um repertório visual limitado é causa direta da ocorrência de uma Alfabetização Digital insuficiente para determinados usuários. Para uma base teórica, foram levantadas a evolução das tecnologias e das interfaces gráficas do usuário (GUIs); além de formalizados os conceitos de Alfabetização Visual e Digital. A partir desse levantamento, foram definidas duas técnicas de avaliação: um Teste de Compreensão Iconográfica e um Teste de Usabilidade. Os resultados finais de ambas as técnicas aplicadas mostraram que a Alfabetização Visual influencia, de fato, no desempenho dos usuários na interação com dispositivos, comprovando que a Alfabetização Digital se relaciona com os repertórios visuais dos indivíduos.
The rapid pace of technical innovation highlights the issues of the relationship between users, digital objects and environments, and, in the context of graphical interfaces, shows the existence of Visual-Digital Literacy. The digital medium, built by the intersection of different media that mix distinct visual genres, requires people to have a specific set of skills, since the instability of digital interactions defines a unique dynamic between designers, platforms and users. Hence, it becomes of the utmost importance to research on the different skills and processes of literacy developed by technology users when interacting in the digital sphere. This master s research proposes as an overall intention to investigate the impact of Visual Literacy, through the acquisition of repertoires, in users access to mobile devices. To that effect, the research hypothesis is that a limited visual repertoire is a direct cause of users deficiency in Digital Literacy skills. For a theoretical basis, the evolution of technologies and graphical user interfaces (GUIs) were raised; as well as outlined the concepts of Visual and Digital Literacy. Succeeding this review, two evaluation techniques were defined: an Iconographic Comprehension Test and a Usability Test. The final results of both applied techniques showed that Visual Literacy does influence on the performance of users in the interaction with devices, proving that Digital Literacy relates to people visual repertoires.
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Schnobrich, Kathleen Marie. "The Relationship between Literacy Readiness and Auditory and Visual Perception in Kindergarteners." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1241010453.
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Peck, Christian. "THE EFFECTIVENESS OF VISUAL AIDS IN MOTIVATIONAL COUNSELING ON ORAL HEALTH LITERACY." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2750.
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Purpose: The purpose of this study is to determine if motivational interviewing with written/illustrated infant oral health education provided to caregivers of pediatric dental patients increases caregivers’ oral health literacy compared to verbal only motivational instruction. Methods: This is a cohort study of caregivers and their child receiving oral health anticipatory guidance utilizing motivational interviewing with and without visual aids. Caregivers (N=20) of pediatric dental patients age 0-4 that presented to the Virginia Commonwealth University School of Dentistry for a new patient exam were recruited for the study. Caregivers were randomly assigned into 2 groups: the intervention group (IG), and the control group (CG). Each caregiver took a pre-test to determine their infant oral health literacy. Then the IG received infant oral health education using a flipbook, and the CG received the same information in verbal form. Each caregiver had a brief motivational interviewing session. The caregivers then took the same test (post-test). At the pre-test time period, groups were compared by Fisher’s exact test or a two group t-test, as appropriate. The post-test score of the two groups were compared using an ANCOVA. Results: Currently, 20 patients have been enrolled in the study. There was no significant difference between the CG and the IG in the pre-test scores (P= 0.3913) or the post-test scores (P=0.3022). The intervention group had a nominally higher score after the education. Conclusions: This study was only a pilot study with N=20 caregivers. This study may be used to estimate the number of subjects needed to demonstrate a significant difference.
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Peterson, Tina. "Seeing, believing and cooking: Visual communication, food-media literacy, and self-efficacy." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/181001.
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Mass Media and CommunicationPh.D.
Food media such as cookbooks, magazines, and television programs have become enormously popular in the last 15 to 20 years, but they have remained relatively unexamined in empirical media research. The focus of this project is the audience's perception of visual food media, specifically the capacity for critical evaluation of such media by adult women. `Food-media literacy' is the term coined in this work to describe such critical competence. The first phase of this project began to conceptualize food-media literacy with a pair of focus groups in which participants examined a series of print food advertisements. Discussion in the groups was guided by several of the core questions of media literacy. In the second phase, an experiment was conducted to examine the influence of a slick, professionally styled photo on an adult woman's interpretation of the recipe it illustrated. The primary hypothesis was that such an image would make the subject less likely to respond with confidence that she could follow the recipe and produce a similar result - a self-efficacious response. Other data collected in the experiment were the subjects' food-media literacy, cooking experience, food media use, experience using digital imaging technology, and cognitive style. The primary statistical analysis did not detect a significant relationship between the quality of the photo illustration and the subjects' self-efficacious response. Secondary analysis revealed that cooking experience was the only factor that influenced self-efficacy. Additional analyses confirmed the validity of the food-media literacy scale, and revealed important insights regarding the role of experience with digital imaging technology, and subjects' perception of food media as a genre.
Temple University--Theses
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Dow, Anna Elizabeth. "Reading narrative images : visual literacy in medieval romance texts and illuminated manuscripts." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/12113/.
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This study examines the instructive aspects of visual material in medieval romance texts and their illuminated manuscripts. Medieval romance contains an extensive array of visual references, and the present discussion focuses on the phenomenology of these episodes: depictions of the aesthetic and intellectual aftereffects of sight, and the imagination at work. Such instances are often related within the text to the act of reading itself, and through them the author encourages correct and effective practices of reading. In romance texts the characters often struggle to interpret such signs, sometimes with disastrous consequences, and their reactions in turn become lessons for the reader. The first section of the discussion focuses on romance texts, and particularly on depictions of image-crafting, the imagination at work, and the recognition and interpretation of visual signs. The discussion in the second section concentrates on illuminated romance manuscripts, and examines the authorial perspectives expressed through narrative illustration. The visual material of medieval romance is largely concerned with communication, and the didactic conversation that occurs between author and reader is implicit within the romance text. This study therefore demonstrates that the visual material in medieval romance narratives often has a practical function: to establish a dialogue between the author and reader, and sometimes the limner and reader, concerning good reading practices.
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Horn, Carin E. "Visual Literacy in Computer Culture: Reading, Writing, and Drawing Logo Turtle Graphics." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc798048/.
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This study seeks to explore relationships between Logo turtle graphics and visual literacy by addressing two related questions: (a) can traditional visual literacy concepts, as found in the published literature, be synthesized in terms of Logo turtle graphics, and (b) do the literature and "hands-on" experience with turtle graphics indicate that visual competencies are pertinent to graphics-based electronic communications in computer culture? The findings of this research illustrate that Logo turtle graphics is a self-contained model to teach visual literacy skills pertinent to computer culture. This model is drawn from synthesizing published literature and the classroom experience of Logo learners, which is demonstrated through their visual solutions to Logo assignments. A visual analysis and interpretation of the subjects' work concludes that the principles and competencies associated with traditional visual literacy skills manifest during the Logo turtle graphics experience. The subjects of this study demonstrate that visual literacy pertinent to computer culture includes reading, writing, and drawing alphanumerics and pictographic information with linguistic equivalence. The logic for this symbolic metaphor is body-syntonic spatial experience explained in geometric terms. The Logo learner employs computational models for visual ideas and visual-verbal symbols for spatial ideas in the course of doing turtle graphics.
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Griffiths, Corona Gracelyn. "An investigation into the visual literacy skills of Black primary-school children from an informal settlement in Cape Town, with particular reference to visual imagery in educational textbooks." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1002199.
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This thesis provides evidence that learning difficulties some. black primary-schoolchildren may experience with certain textbooks, can be attributed, in part, to the visual text (imagery). These difficulties were established by eliciting responses from educationally dlscfdvantaged urban black primary learners to selected examples of visual texts using the Research Interview method. To further establish if these difficulties were attributable either to poorly executed/unrecognizable visual text, or to low levels of learned educational visual literacy skills - white primary-school children were also interviewed - as it was anticipated that they would be familiar with Western pictorial material due to their consistent exposure to books from an early age. The difficulties experienced by the black interviewees were attributed mainly to their level of learned pictorial perceptual skills and to a lesser extent to poorly/inadequately illustrated visual texts. It was found from interviews with the developers of visual texts - publishing personnel and illustrators - that the former were not entirely certain e.xactly which aspects of visual text were difficult for black primary learners to comprehend, while the latter were generaUy very uncertain. The procedure for visual text development by the developers (including textbook authors), was found to be problematic due to the lack of synthesis and consultative decision making in the process- between these persons. The limited time allocated to illustrators for producing visual text, as well as their professional isolation, were found to be factors which can give rise to ineffective and inadequate visual texts. Most publishers and authors, if they trial (field-test) materials, generally do not trial the visual text. The visual text is usually decided upon ultimately by the poblishers and produced after trialling and/or consultants have examined the written text. Consequently incongruent meanings and inconsistencies can result between written and visual text, which can affect the learning effectiveness of the composite text. Trialling (field-testing) of visual and written text together, was recommended to identify and address any difficulties experienced by learners prior to final publication of the textbook. Recommendations were provided for textbook selection committees, authors, teachers, publishers and illustrators.
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Andreychek, Melissa L. "A Picture's Worth: Supporting Visual Science Literacy in an Internship with Chesapeake EcoCheck." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1302484732.
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Foley, Marius. "High fidelity image tracing the emergence of a new constructed image /." Access electronically, 2004. http://ro.uow.edu.au/theses/285.
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McDougall, Jenny Kay, and j. mcdougall@cqu edu au. "Changing mindsets: A study of Queensland primary teachers and the visual literacy initiative." Central Queensland University. Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050502.120010.
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'Changing mindsets' is about how teachers are engaging with visual literacy the practices involved in understanding and creating visual texts. The concept of visual literacy, like other new literacies, has arisen in response to changing communication practices in developed, capitalist societies like Australia. This study addresses the ways in which teachers in primary schools are engaging with the visual literacy initiative in the context of the new arts syllabus (Years 1-10) in Queensland.
Using a broadly poststructural approach, this thesis explored the changing mindsets implied by this curriculum initiative from three perspectives. The concept of preservation of self (Nias, 1987, 1993) was used to examine the personal dimension of change; the concept of trendy theory (Goodson, 1988, 1994, 1997) addressed the social and political agendas that drive curriculum reform; while the concept of multimodality (Kress, 2000a, 2000b, 2003a, 2003b) drew attention to the cultural values ascribed to different modes of communication. Semi-structured interviews were conducted with 26 primary teachers from 11 government schools in a regional centre in 2002. The discourse analysis method was used to analyse the data resulting from these interviews.
The data showed that the official discourses featured in the new arts syllabus did not match the discourses used by practising teachers. Although there was some recognition of the significance of the visual mode, most teachers in this study were not aware of visual literacy. Significantly, the agency exercised by teachers in curriculum reform was shaped not only by their personal identities, but also by the levels of support that they experienced in their working environments. These findings have crucial implications for policy-makers in implementing curriculum change, particularly in the context of the new arts syllabus.
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Mbelani, Madeyandile. "Making visual literacy meaningful in a rural context: an action research case study." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003551.
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This thesis reports on a collaborative action research case study into the teaching of visual literacy to Grade 10 learners in a rural high school in the Eastern Cape, South Africa. Visual literacy is one of the critical aspects that have been incorporated in the teaching of English First Additional Language as required by the National Curriculum Statement (Grade 10-12), which has been implemented in Grade 10 as from 2006. With the aim of improving learners’ performance in visual literacy I designed a visual literacy unit that consisted of lesson plans running over 7 periods in 10 school days. In implementing the unit the learners were first grouped and then exposed to visual grammar and visual texts and then they critically viewed such texts and designed their own. Data was collected daily in the form of individual learner journals, researcher’s journal/diary, and copies were kept of activities done by learners (individually or in groups). Also, two teachers were invited as non-participant observers to each visit a lesson. Learner focus groups were conducted and critical friends were interviewed, tape recorded and transcribed. A camera was used to take still photographs to show learner activities in groups and during group presentations. The data revealed that visual literacy could be taught meaningfully in a rural high school as the learners could identify, cut, paste and discuss elements of visual language and they finally designed their own advertisements in groups. In the analysis of data the following factors emerged as hindrances for successful teaching of visual literacy in a rural high school: lack of resources; learners’ lack of a foundation in visual literacy from Grades 7-9; and problems revolving around time management and pacing. As action research comes in spirals, this research represented the first one and the researcher found the study an eye opener and a foundation to build on in the second spiral (that is not part of this research).
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Wienand, Annabelle. "The potential of visual and participatory approaches to HIV literacy in South Africa." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8174.
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Includes bibliographical references (leaves 141-150).An estimated 18.8 % of South African adults aged 15-49 are currently living with HIV. While HIV literacy campaigns and other strategies have aimed to reduce HIV incidence, there remains a general lack of knowledge of the biomedical nature of the disease. This not only inhibits attempts to reduce HIV transmission, but also discourages voluntary counseling and testing (VCT), accessing clinic care and the uptake of antiretroviral therapy. This dissertation identifies the essential role played by community health workers and treatment activists who offer 'HIV literacy' in their communities and assist the formal health care system. The aim of this study was to complement these initiatives with the development and analysis of a visual and participatory HIV literacy workshop.
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Wiedmer, Andrea. "In Traumwelten Bilder sehen und lesen lernen Medienkiste mit dem Schwerpunkt visual literacy /." Liestal : FHNW PH, 2009. http://bildung.edubs.ch/zfl/pds/ueber_uns/unser-angebot/medienkisten/ubersicht/33-bildgestuztes-lesen.
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