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INFORMATION LITERACY :
VISUAL LITERACY:
Visual Literacy in Teaching and Learning: A Literature Perspective
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Visual Literacy in Teaching and Learning: A Literature Perspective
Suzanne Stokes
Troy State University
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=
15&ved=0CFgQFjAEOAo&url=http%3A%2F%2Fejite.isu.edu%2FVolume1No1%
2Fpdfs%2Fstokes.pdf&ei=bztBT_jwKqPC0AGDvvHZBw&usg=
AFQjCNFuYRvXRL70J-4dJ72fjwf7GM6g8w&sig2=qta9H0C_uq_bp2j8KElD5A
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A shorter URL for the above link:
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Abstract
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Research reported in educational literature suggests that using visuals in
teaching results in a greater degree of learning. The basic premise of
this body of research is the concept of visual literacy, defined as the
ability to interpret images as well as to generate images for
communicating ideas and concepts. This paper provides an introduction to
visual literacy and includes a review of studies that investigate the
effects of instruction that incorporates varying degrees of visual
components including no visual support, still visual aids, and animated
visual sequences. The purpose of this literature review is to stimulate
interest in using visual enhancements in teaching and to promote the
development of learners visual skills in combination with their
development of verbal, reading, and mathematical skills.
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Topics covered in this research article:
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Visual Literacy from a Historical Perspective
Learner Differences
Visual Literacy Defined
Visual Literacy and Instructional Technology
Visual Literacy Research
Variations in Visual Elements
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Conclusions
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The literature suggests that using visual elements in teaching and
learning yields positive results. In order for visual enhancements to be
used most effectively, teachers should possess skills that include the
language of imagery as well as techniques of teaching visually; therefore,
guidance in the area of visual literacy for instructors is warranted.
Results of the impact of visual literacy in the classroom can be explored
further through teachers examining their current use of visual elements
and comparing visual content of lessons with student achievement.
Additional research to develop tools that measure an individuals degree of
visual literacy, including skills of creating and interpreting visual
language, is important in evaluating the overall impact on student
learning. Additionally, the identification of possible relationships among
other factors such as learning styles and demographic characteristics is
desirable for a comprehensive study of the concept of visual literacy.
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The complete article may be read at the URL above.
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Temple University
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