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Unframing the Visual
Twenty-four full color chapters present a range of theoretical and practical approaches to visual literacy pedagogy that illustrate, connect with, extend, and criticize concepts from the Framework for Visual Literacy in Higher Education: Companion Document to the Framework for Information Literacy for Higher Education. Topics include using TikTok to begin a conversation on academic honesty and marginalization; supporting disciplines to move to multimodal public communication assignments; critical data visualization; and exclusionary practices in visual media.
eBook
Visual culture
\"This is a book about how to read visual images: from fine art to photography, film, television, and new media. The third edition of this lively and popular book contains over fifty illustrations, for the first time in colour, as well as new sections and material\"-- Provided by publisher.
Book
Engaging Images for Research, Pedagogy, and Practice
This book introduces practitioners and researchers of student affairs to the use of images as a means to gaining new insights in researching and promoting student learning and development, and understanding the campus environment. Visual research methods can surface and represent ideas in compelling ways and augment the traditional written word and numerical data methodologies of social science research. The purpose of this book is to provide informative, rich examples of the use of visuals to understand and promote college student development research, pedagogy, and practice.With the increased accessibility of cameras, the ability to engage in image production has become widely available. Individual--including college students, faculty, and administrators--narrate the social world in new ways using visuals. While on the one hand students are using images to mobilize around social issues on campus, on the other, institutionally produced visual artifacts send messages about institutional culture and values. In promoting visual literacy, this book offers new opportunities for student development administrators and faculty to utilize the visual sensory modality and image-based artifacts to promote student success and belonging which are critical outcomes of higher education.The book is divided into three sections: research, pedagogy, and practice. The first makes the case for adding visual methods to the researcher's toolbox, describing past uses and outlining a theoretical approach to visual methods and methodologies in higher education research. The pedagogical section demonstrates different and creative ways for educators to think about how subjects--such as social justice--might be taught and how educators can draw upon new, changing modalities in their existing pedagogies and frameworks; and it illustrates how visual-based pedagogies can prompt students to new understandings about the content of their course of study. The concluding section describes how studen
eBook
Visual methodologies and digital tools for researching with young children : transforming visuality
This book makes an original contribution to researching child-community development so that those with specific interests in early childhood education have new theoretical tools to guide their research practices. The book explicitly theorises the use of digital visual tools from a cultural-historical perspective. It also draws upon a range of post-structuralist concepts for moving research and scholarship forward. Examples of visual technologies from research in different cultural communities are foregrounded. In particular this book introduces contemporary methodologies for researching child and community development with a focus on visual methodology so the dynamics of development can be captured over time and analysed historically, culturally, socially, ecologically and psychologically through a range of iterative techniques. Visual technology was not freely available in Vygotsky's time for example, and therefore potentially represents an extension of his genetic experimental approach to researching child development. The book presents a range of methodological arguments about research into child and community development through which new conceptions for research centred on young children have been created. The authors of the chapters also discuss why a more holistic, dynamic and ethical view of research is needed for generating new knowledge about child development in a range of cultural contexts.
BOOK
The Role of Infographics for the Development of Skills for Cognitive Modeling in Education
Contemporary culture is a visual culture. Visual images become the predominant form of communication. Students should be visually literate and be able to read and use visual language, to decode, interpret and evaluate visual messages successfully, and, last but not least, to encode and compose meaningful visual communication. The combination of modeling with other methods in scientific knowledge increases its potential as a cognitive method. Infographics can play a significant role in the process as tool or target according to the age and cognitive abilities of the students. Information images (infographics) are visual representations of information, data or knowledge. The use of infographics as a modeling method can develop different cognitive skills such as interpretation, analysis, assessment, conclusion, explanation, which are all part of the modeling process. In fact, they can be a tool for achieving the next stage of literacy - visual literacy. All this necessitates the exploration of infographics as an instrument in the development of a comprehensive system of cognitive tasks in education related to the formation of skills for modeling. In the paper, six types of cognitive tasks in education are analyzed as well as their relation to the visual literacy competence standards approved by the Association of College & Research Libraries. A comparison of freely available infographics tools is provided and the suitability of different infographics templates is discussed.
Journal Article
Going beyond the model: Characteristics of civic visual literacy
Highlights:– Civic visual literacy is partly model generic, partly model specific, and partly content dependent– A central aspect of civic visual literacy is moving beyond the model itself– Entirety, expansion, and agency are three key aspects that students need to discernPurpose: The aim is to specify the meaning of visual literacy within the context of social science education (SSE).Design/methodology/approach: Data consist of 94 recorded small-group discussions from four learning studies in SSE aimed at qualifying students’ reasoning about societal systems and issues. Phenomenography was used to identify key aspects that students needed to discern if they were to develop qualified reading of flowcharts and scatterplots.Findings: Civic visual literacy should be understood as partly model generic, partly model specific, and partly dependent on the content visualised. Entirety, expansion, and agency are aspects that students must discern if they are to develop a more qualified civic visual literacy and thus be able to reason about societal systems and issues in a qualified way, using visual representations as a tool.Research limitations/implications: Four models were used. Future studies should investigate the extent to which the results hold in relation to different subject content and model types.Practical implications: Entirety, expansion, and agency must function as focal points in SSE teaching when visual representations are used.
Journal Article
On the portrayal of indigenous peoples in English language teaching coursebooks used in Chile: a critical visual literacy/socio-semiotic study
This research critically examines the multifaceted role of English as a foreign language (EFL) coursebooks beyond mere language learning objectives. Specifically, the study focuses on how these coursebooks often project universal cultural values that, though seemingly bland, can perpetuate power dynamics leading to various forms of inequality. Drawing on a qualitative methodology that amalgamates socio-semiotic analysis and critical visual literacy, the investigation scrutinizes the portrayal of indigenous peoples within 12 EFL coursebooks used in state-run and subsidized schools across Chile. Furthermore, the research explores the viewpoints and attitudes of seven EFL teachers towards the visual representations of indigenous peoples compared to non-indigenous individuals depicted in the same coursebooks. The findings suggest that indigenous peoples are often depicted as stereotypical remnants of the past, oversimplifying their intricate cultural attributes and presenting them as disconnected from contemporary society. Moreover, the study identifies the failure of coursebook publishers in acknowledging the richness and diversity of indigenous cultures, thereby perpetuating cultural stereotypes and contributing to the process of otherising, which reinforces a sense of separation between the majority (“us”) and the indigenous minority (“them”).
Journal Article