Engaging the Eye

Generation:

Traditional, Informational,

& Visual Literacy

Strategies Johanna Riddle

New Smyrna Beach, Florida

Educating for the 21Educating for the 21stst century centurymeans nurturing a generation of means nurturing a generation of

“meaning makers”.“meaning makers”.

forging relationshipsforging relationships vs. executing transactions

tackling novel challengestackling novel challenges vs. solving routine

problems

synthesizing the big picturesynthesizing the big picture vs. analyzing a single

componentDaniel Pink, A Whole New Mind

New NETS in a Nutshell:

• Inspire student learning• Allow students to work through

processes• Encourage collaboration• Include students in the learning

process• Work alongside your students• Design digital age learning experiences

and assessments

Functional Literacy: Then and Now

The Current Definition of literacy The Current Definition of literacy includes, but is not limited to:includes, but is not limited to:

• Reading and Writing

• Listening and Speaking

• Analyzing and Communicating

by the use of a variety of socially contextual symbols, including text, images,

in any combination relevant to the individual or culture.

BTW, there are over 338,000 hits on Google for “definition of literacy.”

What is Visual Literacy?

Visual literacy is the ability to understand and use images, including thinking, learning, and expressing oneself in terms of images.

television

computers

ipods

youtube

gaming devices

print media

HTH UC :-O,

IMO, II make U

H-)! Texting lingo—and here’s the translation: “Hope this helps you see that basic language, in my opinion, can make you crosseyed.”

“What’s important is that kids understand the technologies that surround them, especially as our telephone, our television, and our computer race to become one entity. That way, new technology can become the useful tool of the child, instead of the child becoming the useful tool of technology.” --Linda Ellerbee journalist and producer

Is PiagetIs Piaget Déclassé’?Déclassé’?

I See Spot..

It does make one wonder if the educational traditions we hold so dear are disappearing forever!

Concrete to Abstract

Literal to Conceptual

“CLOUD

CURRICULUM”

Primary

Modeling Visual & Information Literacy Skills

SCIENCE LANGUAGE ARTS GUIDANCE VISUAL LITERACY VISUAL ART TECHNOLOGY SKILLS

Topic: Unlikely Friendships

Researching & organizing information

Creating & collaborating Acquiring visual & technical skills

Reading and writing: traditional literacy skills

Guided discussion & subject content

Language Arts Standards require that students predict what a passage is about.

Visual literacy contributes to this by guiding children through critical interpretation of accompanying images.

We saw these literacies working together when children interpreted the images to predict when Owen and Mzee became friends.

Language Arts Standards require that students increase comprehension by re-reading, re-telling, and discussion.

Visual literacy contributes to this by providing opportunities for students to create visual representations of concrete and abstract concepts within a story.

We saw these literacies working together when students developed collage representations of the abstract concept of “friendship”.

Language Arts Standards require that students determine the main message or idea and identify supporting information.

Visual literacy contributes to this by organizing, prioritizing, and presenting information graphically.

We saw these literacies working together when students developed Venn diagrams comparing and contrasting the characteristics of hippos and tortoises.

Language Arts Standards require that students make a plan for writing that includes a central idea and related ideas.

Visual literacy contributes to this by teaching children to make thoughtful selections and interpretations of imagery within the context of a particular concept or idea.

We saw these literacies working together when students developed a list of indicators that Owen and Mzee are friends.

Language Arts Standards require that students carry on conversations with another person, seeking answers and further explanations of the other’s ideas through questioning and answering.

Visual literacy contributes to this through collaboration and creative solving in the development of meaningful imagery.

We saw these literacies working together when students paired up to develop collage images that expressed the concept of friendship.

Language Arts Standards require that students understand that their word choices shape ideas, feelings, and actions.

Visual literacy contributes to this through the thoughtful inclusion and arrangement of imagery, color, and placement with the intent to communicate.

We saw these literacies working together when students developed descriptive sentences to accompany the photographs they produced.

Describes a wide variety of classification, schemes, and patterns related to physical characteristics. (Florida Sunshine State Standards, algebraic thinking).

Creates a wide variety of patterns and relationships using symbols and objects. (Florida Sunshine State Standards, data analysis and probability).

Knows that objects can be classified by physical properties, e.g., color, shape, size. (Florida Sunshine State Standards, nature of matter)

Knows the basic needs of living things. (Florida Sunshine State Standards, processes of life)

Knows that it is important to observe and compare things in order to learn. (Florida Sunshine State Standards, processes of life)

Uses simple maps and globes to locate places. (Florida Sunshine State Standards, geography)

MATH

SCIENCE

SOCIAL STUDIES

VISUAL ART

Knows how subject matter, symbols, and ideas are used to communicate meaning in art. (Florida Sunshine State Standards, communication and creation)

Understands that a work of art can communicate an idea. (Florida Sunshine State Standards, communication and creation.

• Demonstrates creative thinking and construct knowledge to develop products using technology.

• Uses digital media to communicate and work collaboratively.

• Plans and manages activities to develop a solution or complete a project.

• Collects and analyzes data to make informal decisions

• Understands and uses technology systems.

• Identifies and asks significant questions that clarify and lead to solutions.

• Frames, analyzes, or synthesizes information in order to solve problems and ask questions.

• Develops, implements, and communicates new ideas to others.

• Acts on creative ideas to make a useful and tangible contribution.

• Articulates ideas clearly and effectively through speaking and writing.

• Assumes shared responsibility for collaborative work.

National Education Technology Standards:

21st Century Creative and Critical Thinking Skills:

IntermediateLate Primary/Early Intermediate Grades

Building Independent Learners & ThinkersTECHNOLOGY INFORMATION LITERACY MULTIDISCIPLINARY

STUDIES TRADITIONAL & VISUAL LITERACY SKILLS

Information Skills & Management

locating information from a range of resources

prioritizing and evaluating, and organizing information

applying information

sharing information

www.mrsriddle.blogspot.com

Intermediate Grades

Creating Conceptual CommunicatorsAGGREGATE LEARNERS COLLABORATIVE COMMUNITIES GLOBAL COMMUNICATORS

INDEPENDENT THINKERS PROBLEM BASED LEARNING

Problem: What happens when cultures collide?

Problem Based Learning & Big Ideas

Ferdinand MagellanMy dream was to see the Spice IslandsMy dream was to see the Spice Islands

Although it was uncomfortable and crowded on my ship,Although it was uncomfortable and crowded on my ship,

Gallantly I searched for land,Gallantly I searched for land,

Eagerly I came ashore.Eagerly I came ashore.

Late in April, on the 27Late in April, on the 27thth, in 1519, I, Ferdinand Magellan , in 1519, I, Ferdinand Magellan died,died,

Leading a ship westward to the Spice Islands.Leading a ship westward to the Spice Islands.

Around the world for the first time in history,Around the world for the first time in history,

Now the whole world knows we do not live on a flat Now the whole world knows we do not live on a flat surface.surface.

Autumn, Bria, and ThomasAutumn, Bria, and Thomas

On an unusual day, Jory and his sister take a walk in the forest. Suddenly, Jory’s sister, Kadyn, disappears.Jory searches for her, but cannot find her. He hears something, and runs over to find that his sister is stuck inside a giant bubble! How will Kadyn get out? Who put her there in the first place? Is she going to live? Read the story to find the answers in this science fiction thriller.

Middle SchoolLEARNING COMMUNITIES CREATIVE APPLICATION INTERDISCIPLINARY LEARNINGREFINING INFORMATION SKILLS BROADENING TECHNOLOGY SKILLS LINKING

LEARNING TO LIFE KEEPING THEM ENGAGED IN LEARNING SKILLS SHARING

• English: “Hey man, what’s up with you?”

• German: “Hey Mann, was ist mit Ihnen?” (“Hey Mann, what about you?”)

• Swedish: Hey man, vad are det med dig? (“Hey man, what is wrong with you?”)

HIGH SCHOOL & BEYOND

Be brave.