Explore the vast range of titles available.

In this article, the author has advanced the view that the world is currently on the threshold of a new status quo--the hegemony of the image. Yet, this seems a mixed blessing, for people, and especially young people, are not equipped with the necessary critical viewing and thinking skills to survive it. Nevertheless, this unfortunate situation can and should be altered. To achieve this aim, individuals need to use their most powerful weapon, that is, the concept of visual literacy (VL). The need for VL training has become more than understandable and self-evident. Thus, educators have to face the demand for VL training more rigorously than in the past. They have to start taking systematic steps towards the direction of introducing the life-skill of VL to their teaching. Educators need to recognize that all teaching and learning experiences involve communication and that communication cannot any longer be limited to spoken or written word. The development of VL will also result in increasing the students' ability to better comprehend, thus better cope and interact with today's world. To be more precise, developing VL should be viewed as an indispensable part of the lifelong learning agenda if indeed education is concerned with preparing students to become independent and flexible learners; with an understanding of the diverse range of market demands, as well as a willingness to equally foster and develop all key skills associated with those demands. (Contains 1 figure.)

During the late 1960s, the concept of visual literacy gained considerable momentum in the United States due to a growing concern about the detrimental impact of television on children. Visual literacy, sometimes called \"visuacy,\" is a broad, \"eclectic in origin\" concept. This statement reflects the many theoretical foundations and origins of the concept. Terms such as visual communication, visual literacy, visual language, and even graphic design are so broad in their meanings that it is impossible to use them accurately to describe specific functions. Visual literacy definitions have varied from narrow to broad explanations of greater or lesser complexity. Languages differ in their ability to express concepts with precision and flexibility. Physics, chemistry, and mathematics, for example, employ non-ambiguous symbol and equation languages. The chapter examines the relevant literature and provided a framework that may describe and explain how visual literacy has performed to date.

Web-based distance education has become a \"real\" teaching alternative which has instigated more research particularly in the past decade. This research has commonly focused on four major perspectives: (1) information-technology; (2) course management systems (including course communication tools); (3) information design; and (4) online learning. Not surprisingly, there are many, significant differences between face-to-face (f2f), and Web-based teaching. In a traditional teaching context, communication is implemented synchronously insofar as teacher and students are able to communicate instantly, and without delay. Besides the direct and instantaneous verbal exchanges, synchronous communication also transpires through visual signs and body language. Conversely, if online teaching (e-moderating) occurs via the Internet and electronic multimedia, including the use of language (both oral and written), a common way of teaching in this context is through a dynamic interaction among participants, yet without the physical presence of the teacher or students. What happens then to the teacher's \"identity\" and role when s/he is no longer physically present as in a traditional classroom? How is it established? Perhaps most importantly, how is it perceived by both the students, and the teacher him/her-self? This two-phase, comparative research study was conducted by two university instructors whose research agenda concentrates on \"teacher perceptions of own qualities, roles, and functions\" in online instructional environments. Phase 1 of the research compared and discussed the emerging instructional styles of participating online teachers (e-moderators), in Sweden, and the United States. Phase 2 of this study has concentrated on using the identified perceptions, behaviors, motivations, and aspirations of the participating e-moderators with the view to creating composite, albeit fictional online instruction archetypes (\"personas\"). In their attempt to do justice to the analysis and presentation of Phase 1 data, the authors set out to experiment with the transfer and applicability to their respective blended and online teaching contexts, of the persona research method typically deployed by usability and interaction design. (Contains 2 tables.)

The AECT International Convention, \"Cyber Change: Learning on our Connected World,\" was held from October 26-30, 2010 at the Hyatt Regency Orange County in Anaheim CA. Here, the 2010 AECT division, committees and societies reports are presented. Among other things, Michael Montalto-Rook, GSA Past-President, and Tutaleni I. Asino, GSA President, state that the following Graduate Student Assembly (GSA) report highlights the results of their convention activities in Anaheim and provides an agenda for this coming years. One of their initiatives from this past year was to increase the communications with other divisions of AECT by adding two new positions.