Visual Literacy

Contribuições da ergonomia cultural para a representação gráfica em advertências de medicamentos

by Charles Leite

Dissertation master's degree defended at the Graduate Program in Design at the Federal University of Pernambuco in August 2008.

Esta pesquisa trata do design das bulas de medicamentos, evidenciando os problemas decorrentes da inexistência de... more Esta pesquisa trata do design das bulas de medicamentos, evidenciando os problemas decorrentes da inexistência de normalização brasileira para promover o uso da representação gráfica de advertências nesses textos instrucionais. Aborda estudos relacionados à efetividade e eficiência de sistemas de informação, destacando as abordagens da semiótica e da ergonomia cultural e informacional. Utiliza como método a análise do contexto, com um estudo analítico sobre advertências selecionadas de trinta bulas de fármacos, seguido de entrevista conduzida com os gestores públicos envolvidos na regulação das empresas farmacêuticas e de dois experimentos com usuários realizados na cidade de Recife, em Pernambuco: um visando identificar como eles interagem com as bulas e outro testando a sua compreensão acerca de ilustrações padronizadas nos Estados Unidos e na África do Sul. Os resultados mostram a necessidade de reformulações na apresentação e representação gráficas das bulas, potencializando-lhes o papel comunicacional, para garantir o consumo de medicamento com segurança por seus usuários. A conclusão reúne parâmetros e recomendações para a representação gráfica das advertências em bulas de medicamentos no Brasil.

Analysis of the 5th Grade Students’ Turkish Workbooks in terms of Visual Reading Activities (İlköğretim 5. Sınıf Türkçe Öğrenci Çalışma Kitaplarının Görsel Okuma Etkinlikleri Bağlamında İncelenmesi)

by Gurkan Tabak

The Analysis of Questions Including Visuals in SBS Turkish Tests (SBS Türkçe Testlerindeki Görselleri İçeren Soruların İncelenmesi)

by Gurkan Tabak

Reading other people’s minds through word and image

by Maria Nikolajeva

Children's literature in education 2012:2

The articles considers how emotions can be conveyed through the interaction of word and image in picturebooks... more The articles considers how emotions can be conveyed through the interaction of word and image in picturebooks addressed to young readers. The theoretical framework employed in the article develops ideas from cognitive literary theory adapting it to the specific conditions in which there is a significant difference between the sender's and the recipient's cognitive level. The concept of emotion ekphrasis is used to demonstrate the various ways of representing emotions, and a special attention is paid to the issues of mind-reading, empathy and other aspects of recipients' affective engagement. The theoretical argument is illustrated by picturebooks by Max Velthuijs, Shaun Tan, Anthony Browne, and Maurice Sendak.

Reading paths and visual perception in multimodal research, psychology and brain sciences

by Tuomo Hiippala

Hiippala, T. (2012) Reading paths and visual perception in multimodal research, psychology and brain sciences. In Journal of Pragmatics 44(3): pp. 315-327. DOI: 10.1016/j.pragma.2011.12.008

The educator's role in preparing visually literate learners

by Susan Metros

Silent, oral, L1, L2, French and English reading through eye movements and miscues

by Kathleen O'Brien Ramirez

Reading other people’s minds through word and image

by Maria Nikolajeva

This paper is in Portuguese. A revised English version will hopefully appear soon.

Neue Ansichten: Fotografien im Unterricht/ New Perspectives: Photography in History Classes

by Alexandra Binnenkade

in: Bilder und Töne entziffern / Des images et des sons à déchiffrer. Colloque Memoriav Kolloquium 2008, Baden: hier+jetzt 2009, p. 128-138

How can teachers use photographs in their classrooms? A paper with examples and a system of linking sources in history... more How can teachers use photographs in their classrooms? A paper with examples and a system of linking sources in history education.

I See What You Mean (e-book) 2011

by Steve Moline

Some educators may view diagrams, pictures, and charts as nice add-on tools for students who are visual thinkers. But... more Some educators may view diagrams, pictures, and charts as nice add-on tools for students who are visual thinkers. But Steve Moline sees visual literacy as fundamental to learning and to what it means to be human. In Moline's view, we are all bilingual. Our second language, which we do not speak but which we read and write every day, is visual. From reading maps to decoding icons to using concept webs, visual literacy is critical to success in today's world.

The first edition of I See What You Mean, published in 1995, was one of the first books for teachers to outline practical strategies for improving students' visual literacy. In this new and substantially revised edition, Steve continues his pioneering role by including dozens of new examples of a wide range of visual texts--from time maps and exploded diagrams to digital tools like smartphone apps and "tactile texts." In addition to the new chapters and nearly 200 illustrations, Steve has reorganized the book in a useful teaching sequence, moving from simple to complex texts.

In one research strategy, called recomposing, Steve shows how to summarize paragraphs of information not as a heap of "interesting facts" but as a diagram. The diagram can then work as a framework for students to follow when writing an essay. This overcomes the teacher's problem of "cut and paste" essays, and, by following their own diagram-summary, students have an answer to their familiar questions, "Where do I start? What do I write next?"

Does Multimedia Truly Enhance Learning? Moving Beyond The Visual Media Bandwagon Toward Instructional Effectiveness

by David Swisher

Making Use of Visual Communication in Media Literacy

by H.HALE KUNUCEN

World Council for Curriculum & Instruction (WCCI), 13th World Conference in Education 2nd Biennial World Conference, “Making Use of Visual Communication in Media Literacy”, Künüçen, H, Hale. Antalya 2 - 6 Eylül 2008.

In this study, we aimed to illustrate the direct link of an effective media literacy process with visual... more In this study, we aimed to illustrate the direct link of an effective media literacy process with visual communication. For this purpose, we tried to answer the question of how to ensure an effective communication by means of “media literacy” as a new and frequently mentioned concept in Turkey. We stated the basic information that became prominent for experiencing this as a planned, outcome oriented, and effective communication process by means of visual communication elements in the media literacy process through the example of Turkey. As a result, looked into the extent of how visual communication elements might contribute to this process in completing the media literacy process as an effective communication process.

Keywords: Media literacy, Visual communication, Effective communication, Visual communication elements, Visual literacy.

Bu çalışmada, etkin bir medya okuryazarlığı sürecinin görsel iletişimle olan doğrudan bağının anlatılması amaçlanmıştır. Bu amaçla, özellikle Türkiye’de henüz yeni bir kavram olarak sıkça anılan ‘medya okuryazarlığı’ ile etkili iletişim nasıl sağlanabilir sorusu cevaplanmaya çalışılmıştır. Türkiye örneği üzerinden medya okuryazarlığı sürecinde görsel iletişim öğeleri yoluyla bu sürecin planlı, amaca uygun ve etkin bir iletişim süreci olarak yaşanabilmesi için öne çıkan temel bilgiler ortaya konulmuştur. Sonuçta bu çalışmayla, medya okuryazarlığı sürecinin etkili bir iletişim süreci olarak tamamlanmasında görsel iletişim öğelerinin ne denli bu süreci anlamlandırmaya yaradığı görülmüştür.

Anahtar kelimeler: Medya okuryazarlığı, Görsel iletişim, Etkili
iletişim, Görsel iletişim öğeleri, Görsel okuryazarlık.

Visual literacy K-8

by Steve Moline

Website for K-8 teachers who are seeking information on visual literacy

I see what you mean: children at work with visual information

by Steve Moline

First edition (1995) of I See What You Mean: Visual Literacy K-8 (2011)

Introduction to visual literacy for teachers in primary and middle school. Introduction to visual literacy for teachers in primary and middle school.

I see what you mean: Visual Literacy K-8

by Steve Moline

Revised edition (2011) of I See What You Mean: Children At Work With Visual Information.

Stenhouse, Portland, Maine.

Introduction to visual literacy for K-8 teachers. Limited to how diagrams, maps, graphs and other visual texts support... more Introduction to visual literacy for K-8 teachers. Limited to how diagrams, maps, graphs and other visual texts support writing information texts and help students organize their ideas and essays. New material in the 2011 edition includes digital literacy.

The Information Toolkit: Using Non-fiction Genres and Visual Texts

by Steve Moline

E-books in PDF format (2011)

K-8 classroom material that links information genres to visual texts demonstrating how diagrams can be used to plan... more K-8 classroom material that links information genres to visual texts demonstrating how diagrams can be used to plan writing and improve reading comprehension.

Visual Literacy

by Susie Andretta

Elementos para la construcción de un lenguaje visual (Elements for a construction of visual languages

by Carmen Virginia Grisolía

Extract from Research Project: "Visual City".
Universidad de Los Andes.

Visual languages are one of the most universal ways of communication. This paper explores some of its basic elements... more Visual languages are one of the most universal ways of communication. This paper explores some of its basic elements such as type, color, layout and imagery, as a way to intriduce the reader into the realm of visual literacy.

Viewing Map of Development

by janene tuckey

Multiple forms of dynamic representation

by shaaron ainsworth