1. Visual Literacy As UDL Solution Part I.

2. 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)

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

4. Why Visual Literacy?

5. 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

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

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

8. Examine this photo

9. Type your answers to all questions [Use a different color] What do you see in the photo? Write down everything that caught your eye. I see a lot of working class men in the crowd. Many wearing overalls and a few wearing suits that are gathering together for a purpose. When do you think this was taken? Where do you think this was? I would say the 1950’s or 1960’s in a rural setting. Write a caption for the photo. [Note: a caption is a short line of text used to explain a phot] Gathering together in support.

10. What is the difficult part in the previous task? Type your answers below. It was hard to distinguish the time period. I made an educated guess based on the images of clothing and what important events that could be happening during that time. I would have liked to see the setting where they gathered.

11. Now, choose one caption that you think fits the image from below. Change your choice to blue color. On a hot summer day in 1947, these spectators watch the final moments of a tense baseball game. Some fans are yelling in disapproval at the umpire because they don't like a call he made. Entertainer Paul Robeson sings to laborers working at the racially integrated Moore Shipyards in Oakland, California, on September 21, 1942. A mournful crowd gathers to watch the funeral procession of Dr. Martin Luther King, Jr. drive past.

12. Type your answers in red. What did you see in the picture that makes you say that? I saw that the man’s mouth was open so therefore he could be singing. What are the visual clues you noticed that make you think that particular caption goes with that picture? I figured it could be laborers because most of the men were dressed in informal clothing.

13. Reflect and Answer What have you learned about visual literacy from this simple task? I learned that visual literacy is powerful in grasping your attention. Although you can gain insight from a picture, its important to know some background information in order to make a judgement based on it. Find out what type of a learner you are by finishing a VARK learning style questionnaire: http://www.vark-learn.com/english/page.asp?p=questionnaire What is the result of your questionnaire? I have a strong read/write learning preference.

14. Visual Literacy Part II.

15. 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

16. 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

17. 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

18. 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

19. 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.

20. Answer questions Answer the three questions asked about the black & white photo in the previous slide (slide #19). Type your answers in red below: Students can use this photograph to learn more about the outward appearances of European immigrants who entered Ellis Island. They could also learn about how they were traveling because they are carrying luggage. This photo would suggest that immigrants were leisurely walking into Ellis Island and were dressed well. This photo does not suggest that immigrants who came into Ellis Island suffered hardship or were poor.

21. 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 would use visual sources to teach but I would mostly use them to enhance understanding in a particular subject. I had a difficult time understanding an image when I didn’t know the time period or events that could be happening. If we were researching a topic in class, I would show many visual aids to my students in order for them to critically examine a time period or event and to view it objectively.