Visual Literacy As UDL Solution Part I.

Definition of Visual Literacy The ability to “discriminate and interpret the visible actions, objects, symbols, natural or man-made, that he encounters in his environment.” The ability to “communicate with others through the creative use of these competencies.” Debes, J. (1969), International Visual Literacy Association (IVLA)

Visual Literacy: An alternative literacy Images as texts A source of primary source materials Visual encoding and decoding Critical examination of the world

Why Visual Literacy?

Offers a different modality in learning Provide a significant source of information and understanding It is an important 21 st century literacy skill Students’ fascination with visuals

Visual Images & Visual Texts Photographs Drawings Maps Cartoons Portraits Charts Diagrams Tables Storyboard Graphic organizers

Traditional Textbook Visuals (Primary & Secondary Sources) Other Texts Other Texts Other Media

The little man will not be taken advantage of!

Type your answers to all questions [Use a different color] What do you see in the photo? Write down everything that caught your eye.  The big man in the suit catches your eye. It sticks out more because he is wearing a suit while everyone else wear work clothes.  The facial expressions some men look angry or confused and others look like they are smiling.  The big man in the middle appears to be saying something very important. When do you think this was taken? Where do you think this was?  I think anywhere from 30s- 50s.  They are probably at a work yard. Maybe the man was a union representative.  They look like they could be there in protest of something or support of something, but definitely a work yard. Write a caption for the photo. “The little man will not be taken advantage of!”

What is the difficult part in the previous task? Type your answers below.  The most difficult a part of the previous task was wondering how close you were to the truth. It leaves me curious, made me want answers. Making an inference was not difficult because I can create a story line but whether it is accurate is another aspect.

Now, choose one caption that you think fits the image from below. Change your choice to blue color.

Type your answers in red. What did you see in the picture that makes you say that? What are the visual clues you noticed that make you think that particular caption goes with that picture?

Reflect and Answer What have you learned about visual literacy from this simple task?  It is true that a picture is worth a thousand words. I learned that visual literacy is about sparking interest and creating questions in the student’s mind.  It leads to investigation and research that is executed by the student, as a result of questions that the student has created from the images. Find out what type of a learner you are by finishing a VARK learning style questionnaire: What is the result of your questionnaire? Scores visual- 1 aural- 7 read/write-5 kinesthetic-3 I have a mild aural learning preference.

AURAL LEARNER Intake:  attend classes  attend classes and tutorials  Discuss topics with teachers  Explain to others STUDY:  put summarized notes on tape  Read notes aloud  Explain your notes to others OUTPUT:  imagine talking to examiner  Listen to voice in your head and write it down  Practice writing answers to old exam questions

Visual Literacy Part II.

For example, photographs are open to varying interpretations from differing perspectives. These perspectives change depending upon: the technological, aesthetic, and rhetorical components of the medium; and the context of people (photographer, viewer, subject), technology, time, and place. Visual images are incomplete, subjective witnesses. Prof. Mark Newman, NLU

The nature of the photographic medium Technology, aesthetics, rhetoric Technology of cameras and film in the early 1900s: Black and white photos Rule of Thirds in composition: foreground, center, background

The varying perspectives Photographer “Provided the results are a faithful reproduction of what the photographer believes he sees, whatever takes place in the making of a picture is justified. In my opinion, therefore, it is logical to make things happen before the camera and when possible, to control the actions of the subject.” -- Arnold Rothstein, Farm Security Administration photographer “While photographs may not lie, liars may photograph.” --Lewis Hine, pioneer documentary photographer

The varying perspectives Viewer Most visual images, such as photographs, are familiar. We see them everyday. They are a part of our daily lives. The way we see things is affected by what we know or believe.... We only see what we look at. To look is an act of choice. --John Berger, Ways of Seeing

What does this photo suggest about European immigrants entering the United States at Ellis island in the early 1900s.? What does the photo not tell us about European immigrants entering the United States at Ellis island in the early 1900s? How can all students use this photograph to learn about European immigration to the United States in the early 1900s? Because photographs are incomplete and subjective texts, they seldom yield one right answer. They also raise more questions than they answer, meaning they can help students connect to other learning resources.

Answer the three questions asked about the black & white photo in the previous slide (slide #19). Type your answers in red below: How can all students use this photograph to learn about European immigration to the United States in the early 1900s?  Fashion students can study the clothes and what they wore during this time  Emotionally challenged students can study facial expressions and decide how they felt about coming to America or how they felt after their journey  Other students can determine the weather or climate in the picture.  The photograph can inspire thought in all the student and make them asked questions that could reveal more information about the immigrants. What does this photo suggest about European immigrants entering the United States at Ellis island in the early 1900s.?  It suggest that they weren’t poor, since they wore clothes and not rags. They look proud, heads are held high, as if they just arrived from a cruise  The child with the mother demonstrates the mothers responsibilty to care for her child. What does the photo not tell us about European immigrants entering the United States at Ellis island in the early 1900s?  It does not show the many immigrants that were sick or dying when they arrived. You don’t see the poor people even though you are sure there were individuals that were poor.  It does not tell us about the hardship they may have gone through to get there or the journey that lies before them.

Briefly summarize what you have learned from the part II—Visuals as image texts. Any new insights about using visuals, including visual primary sources to teach? I can see how photographs, drawings, maps, cartoons, portraits, charts, diagrams, tables, storyboard, and graphic organizers can speak to the student. It is possible that for some students it’s the only thing that really help them understand the concepts being taught. I realize how visuals as text can say so much more than a lengthy text giving the student the questions and the answers.