1. Reading & Viewing are Problem Solving Reading & viewing are interactive processes using problem solving techniques (strategies) to make meaning. In education understanding is the purpose of reading and viewing. Enjoyment comes from understanding. Strategic Reading for Learning

2. New Information + Old Info = Mental model (Experiential, Text or Image) (From long term memory) Learning

3. Visual literacy Multiple terms: multimodal, multimedia, pictorial, visual etc. This is not new! 16581188 Nefertari 1256 BCE

4. Key Concept Comprehension of text or image is dependent upon what information is presented and how it is presented. How can we support learners in a multimodal world?

5. Activity 1-Primary-Narrative Understanding Character Development Understanding of character development is central to interpretation of narrative. Frequently illustrations in picture books contributes to character development. Reading images is not automatic, it is learned (Sipe,2008). Readers/viewers need to acquire an understanding that meaning is conveyed by colour, line, shape and texture (Sipe, 2008). Prior, L., Willson, A., & Martinez, M. (2012). Understanding Character Development. Reading Teacher, 66 (3), 195-206

7. Discuss with a partner & jot down what’s happening in each image ? Provide evidence.

8. Image 1

9. Image 2

10. Reading & Viewing for Information What does the following image communicate about the water cycle?

11. So, what about this page …?

13. What can we do to support individuals in learning from images across modalities?

14. http://hilt.harvard.edu/blog/principles- multimedia-learning-richard-e-mayer http://hilt.harvard.edu/blog/principles- multimedia-learning-richard-e-mayer

15. How does this apply to instruction? Provide clear concise visuals. Place corresponding words and pictures near each other on the page or screen. Provide students with learning strategies to better understand images. Active: learners need to process & use the information, e.g., drawing, graphic organizers, foldables, creating models, dramatizing, etc.

16. Moline, S. (2012). I see what you mean. 2 nd ed. Black Cockatoo Pub. Stenhouse Pub. (US).

17. Vasquez, J. Comer, M.,& Troutman, F. (2010).National Science Teachers Association, Arlington VA.

18. Foldables What is a Foldable? Foldable is a student-made three–dimensional graphic organizer, based upon a topic. Zike (2000, 2006, 2008)

19. Foldables http://foldables.wikispaces.com/Science http://cmase.pbworks.com/w/page/6923144/ Foldables http://cmase.pbworks.com/w/page/6923144/ Foldables https://teachscience4all.wordpress.com/2010 /01/09/foldables-in-science/ https://teachscience4all.wordpress.com/2010 /01/09/foldables-in-science/

20. Schraw, G., McCrudden, M. & Robinson (Eds.) (2013). Learning through visual displays. Charlotte, NC: Information Age Pub.

21. Mayer, R. (2014). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. Mayer, R. E. (2014). introduction to multimedia learning. In R. E Mayer (Ed.) The Cambridge handbook of multimedia learning (2 nd ed. pp. 1-24). New York: Cambridge University Press. Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E Mayer (Ed.) The Cambridge handbook of multimedia learning (2 nd ed. pp. 43-71). New York: Cambridge University Press. Schnotz, W. (2014). Integrated model of text and picture comprehension In R. E. Mayer (Ed.) The Cambridge handbook of multimedia learning(2 nd ed. pp. 72-103). New York: Cambridge University Press.