Visual Literacy

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Jackie Fleming - One of the best experts on this subject based on the ideXlab platform.

Paul Messaris - One of the best experts on this subject based on the ideXlab platform.

  • Visual “Literacy” in the Digital Age
    Review of Communication, 2012
    Co-Authors: Paul Messaris
    Abstract:

    This essay is a reflection on the ways in which Visual media have evolved since the 1994 publication of the author's book Visual “Literacy”: Image, Mind, and Reality. The essay focuses on two major technological changes in Visual media, and on the cultural transformations that have accompanied those changes. The first technological change is the development of increasingly powerful techniques for the digital manipulation of photographs and the creation of computer-generated photorealistic images. Reviewing this development, which has made the task of detecting Visual fraud more challenging, the essay assesses the likelihood that it may also have brought about an enhancement in societal levels of Visual “Literacy.” Such an enhancement may also be a by-product of the second technological change discussed in this essay, namely, the increasing availability of digital networks for the dissemination of images and for public commentary about those images. The essay examines the use of such commentary for questio...

  • Visual Literacy and Visual Culture
    1995
    Co-Authors: Paul Messaris
    Abstract:

    Familiarity with specific images or sets of images plays a role in a culture's Visual heritage. Two questions can be asked about this type of Visual Literacy: Is this a type of knowledge that is worth building into the formal educational curriculum of our schools? What are the educational implications of Visual Literacy? There is a three-part educational rationale to these questions. First, knowing about the conventional implications of certain images might make viewers more resistant to the manipulative uses of those images in advertisements or other contexts. Second, specific images, primarily photographs, have been intimately intertwined with the social developments from which they emerged that the teaching of history seems almost inconceivable without some reference to these images. Third, there are some images about which one might want to instruct younger generations because of the role they have played as a reference point in the public life of older generations. Students were informally tested on their familiarity with a number of historical photographs, pictures from ads, and some frequently parodied images. The highest rate of recognition was of the advertising images, followed by the Visual parodies, and then the historical images. The results give a sense of the potential for education to raise students' levels of Visual Literacy, and draws attention to the need for further exploration of the implications of Visual Literacy. (DGM) Reproductions supplied by EDRS are the best that can be made from the original document. U S DEPAFI !WENT OF EDUCATION Othce Ot Educat.onal Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) reproduced as 0 I rus document has been tece.ved Iron, the person or OrgAniZ8hon originating ,1 mtPrOve C Maio, changes have been made to teptOduclion Quaid./ pus CIOCu Pp.nts Or view Or op.mons stated .0 &boat ment do not necessarily represent OE RI Oos.t,on or 001Cy

  • Visual Literacy and manipulation: Visual Literacy vs. Visual manipulation
    Critical Studies in Mass Communication, 1994
    Co-Authors: Paul Messaris
    Abstract:

    (1994). Visual Literacy and manipulation. Critical Studies in Mass Communication: Vol. 11, No. 2, pp. 180-203.

  • Visual ""Literacy"": Image, Mind, And Reality
    1994
    Co-Authors: Paul Messaris
    Abstract:

    * Four Aspects of Visual Literacy * The Interpretation of Still Images * The Interpretation of Film and Television * General Cognitive Consequences of Visual Literacy * Awareness of Artistry and Manipulation * Conclusion: Other Questions, Other Literacies.

Robert Maribe Branch - One of the best experts on this subject based on the ideXlab platform.

Hsinte Yeh - One of the best experts on this subject based on the ideXlab platform.

  • towards evidence of Visual Literacy assessing pre service teachers perceptions of instructional Visuals
    Journal of Visual Literacy, 2010
    Co-Authors: Hsinte Yeh
    Abstract:

    AbstractThis research describes how eight pre-service teachers interpreted and analyzed instructional Visuals, defined Visual Literacy, and assessed the effectiveness of four instructional images. A phenomenological procedure was used to collect, organize, and analyze the data. Findings suggest that pre-service teachers in this study were able to define Visual Literacy conceptually and could extract the intended meaning of instructional Visuals. In addition to demonstrating these skills, participants were able to provide principal-based recommendations for the redesign of instructional Visuals. Implications for future research and assessment of Visual Literacy competencies conclude the paper.

Irene Lopatovska - One of the best experts on this subject based on the ideXlab platform.

  • ASIST - Engaging young children in Visual Literacy instruction
    Proceedings of the Association for Information Science and Technology, 2016
    Co-Authors: Irene Lopatovska
    Abstract:

    Visual Literacy is a critical skill that enables individuals to navigate the world of Visual media. While research shows multiple benefits of introducing Visual Literacy early in life, there is a scarcity of Visual Literacy programs for young children. In an effort to advance development of Visual Literacy programs for children, we explored techniques for engaging young children in Visual Literacy instruction using artworks. Our paper reports preliminary study findings and recommendations and outlines directions for future work.

  • Not just a pretty picture: Visual Literacy education through art for young children
    Journal of Documentation, 2016
    Co-Authors: Irene Lopatovska, Sarah Hatoum, Saebra Waterstraut, Lisa Novak, Sara Sheer
    Abstract:

    Purpose The purpose of this paper is to understand young children’s knowledge of Visual Literacy elements as well as their ability to comprehend newly introduced Visual Literacy concepts. The study also examined existing support for Visual Literacy programs from parents and educators. Design/methodology/approach The study explored the knowledge of basic Visual Literacy elements of young children enrolled in two private schools in the New York City metropolitan area. The authors interviewed 17 children, aged four to six years old, about fine art paintings using a semi-structured interview format. Children’s responses were qualitatively analyzed to determine their initial level of Visual Literacy and their ability to learn and retain the concepts of Visual Literacy after receiving basic instruction. The children’s educators and parents completed online questionnaires that were quantitatively analyzed to determine their level of support for Visual Literacy programs. Findings The findings show that young children exhibited extensive knowledge of simple Visual Literacy elements (color, shape, line), and limited understanding of more abstract elements (perspective and salience). Children’s knowledge of Visual elements improved after instruction. Parents and educators expressed support for incorporating Visual Literacy instruction in early childhood education. Research limitations/implications The study relied on a sample of children and adults drawn from two private schools. The sample’s demographics might have affected study findings. More studies are needed using a larger and more diverse sample. Practical implications The study suggests that young children are ready to receive instruction on Visual Literacy elements using art images. Children reacted positively to the images and were engaged in the discussions about them, supporting the use of fine art paintings as an instrument to introduce Visual Literacy concepts to young children. Survey of children’s parents and teachers indicated strong interest in, and support for such programs. Social implications With the increase of Visual information production and consumption, it is important to introduce Visual Literacy early in life. The study advances research in methods for developing Visual Literacy instruction for young children. Originality/value There are no previously reported studies that have examined pre-kindergarten children’s knowledge of basic Visual Literacy elements and reactions to Visual Literacy instruction.

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