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Visual literacy is
the idea of creating and interpreting visual stimuli. It is more than just
being able to read and write. It is the idea that a person can “read” a
picture. A picture can be interpreted to help a teacher explain a topic to
students. By using a visual, students get a better idea of the topic being
discussed. The text identified two approaches; input and output strategies. Input is what I discussed in the sentences
above. It also includes analyzing multimedia and video programs. The output
strategy uses writing to help students express themselves. It could also
include the students producing their own visual presentation. It is important to think of a student’s
culture or upbringing when we teach with visuals. A student who has no
background knowledge of a subject may not be able to produce a picture in their
head. A student that has knowledge of the subject may be able to help the other
students develop a picture or describe the topic being discussed. Many of our
students do not have culturally rich backgrounds that bring a lot of life
experiences to the classroom. They need the teacher and other students to help
them fill in the gaps they have in their learning.
There are several reasons a teacher
would incorporate visual literacy into the eLearning environment. One reason
that I mentioned above, would be if a student does not have any background
knowledge of a subject. It would help them put an image with a word or
description so they could understand. If the teacher was discussing a topic where
the students had no point of reference, like ancient Roman togas, a picture
could show this Roman style of dress. It would be easier to describe the togas
from the picture then it would be to use out of date words that described the
clothes. Another reason to use visual literacy would be to help motivate the
students. Students would be more interested in a topic if they understood what
the teacher was talking about. Students in my class have worked on a book study
that featured a main character who carved a totem pole. The totem pole featured
different animals to show the man’s values. None of my students knew what a totem
pole was and they did not seem really interested in them. When I showed them
several pictures online, they thought the poles were interesting and wanted to
create one of their own. Sometimes having a detailed picture shows the students
exactly what the teacher is trying to teach. Other times, a simple hand drawn
example is better if students are expected to figure out how something may fit
together or work. A more detailed picture may actually be more distracting in
that situation. The teacher may decide what type of visuals to show, or give
the student free reign to find visuals on their own. Either way, visuals
enhance the students’ learning. Visuals put the same picture in students’ minds
and allow the teacher to have a common place to start a lesson.
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The graphics were found on the following sites:
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