Visual Literacy

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

Practical competences and skills related to visual literacy

Visually literate learners will;

  • be able to critically discriminate between the visual information that is presented to them
  • will be able to visualise abstract concepts
  • have far greater opportunities to be producers as well as consumers, they will be able to participate in and exploit authentic learning opportunities.

Visually literate teachers will;

  • include visually stimulating materials in teaching materials
  • create engaging learning resources
  • select appropriate media to use for teaching.

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