farmer, lesley session i see you 090904

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I See You / I Read You: How School Libraries Can Foster Reading Improvement through Visual Literacy Lesley Farmer, California State University, Long Beach, USA [email protected]

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Session on IASL 2009

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Page 1: Farmer, Lesley Session I See You 090904

I See You / I Read You: How School Libraries CanFoster Reading Improvement through Visual Literacy

Lesley Farmer, California State University, Long Beach, USA

[email protected]

Page 2: Farmer, Lesley Session I See You 090904

Visual Literacy Elements

Interpret, understand, appreciatemeaning of visual messages

Communicate more effectively byapplying visual design principles

Produce visual messages usingtechnology

Use visual thinking to conceptualizesolutions to problems

International Visual Literacy Assn., 1996

Page 3: Farmer, Lesley Session I See You 090904

Processing: Text vs. Image

Understand the phonemes of spoken language (auditory processing)

Realize that phonemes can be represented by print (orthographic visual processing)

Know that a few phonemes can be arranged to make many different words (concept formation abilities)

Chunk letters so brain can overcome limited processing space

Decode automatically and concentrate on comprehending ideas

Manipulate visual elements simultaneously

Brain registers a full-color image in a fraction of a second, much faster than the processing speed for deciphering text

When images are linked with text, the messages are dual-coded and easier to comprehend and remember.

Page 4: Farmer, Lesley Session I See You 090904
Page 5: Farmer, Lesley Session I See You 090904

Visual Information Cycle

Private creation of an image

Public dissemination of the image

Public review and validation of the image

Public access of the image

Private use of the image

Page 6: Farmer, Lesley Session I See You 090904

Visual Research

1. Task definition. Based on prior knowledge and experience

2. Search strategies. Images employ simultaneous analysis, from general/highlights to details (note picture books sequencing)

3. Locating and accessing visual information. Males use text to retrieve images; females pick up on visual cues

4. Use of visual information. Males are more critical evaluating; females see relationship between visual data

better

5. Synthesis of visual information: Based on existing schemas. Females: practical, relational, and concrete; males:

abstract

Page 7: Farmer, Lesley Session I See You 090904

Levels of Visual Messages Sign vs. Symbol

Visual diagramming

Maps

Page 8: Farmer, Lesley Session I See You 090904

Type Elements

Fonts

Size Readability

CAPS vs. lower case

Weight

Proximity and Alignment

Underlining, Undermining, Bold defying

Page 9: Farmer, Lesley Session I See You 090904

Color and CulturePurity and virtue in European cultures. Death and mourning in Japanese, Chinese, Korean cultures.

Danger in European and Japanese cultures. Joy and festivity in China. Vietnamese wedding dresses are often red.

Cowardice in Western cultures. Once reserved for emperor in China.

Page 10: Farmer, Lesley Session I See You 090904

Picture Books: Children’s Assumptions

Photographs are considered more real than drawings.

Real is considered “good.” Simplified images may be considered

poorly drawn, regardless of the artistic style.

Abstract images are equated with fantasy, and may have a connotation of “bad.”

While boys may process abstractions more easily than girls, they tend to favor literal images over metaphorical ones.

Page 11: Farmer, Lesley Session I See You 090904

Ways to Study Picture Books

Visual content analysis

Critique using artistic principles

Evaluate use of image to give meaning

Dual-coding

Page 12: Farmer, Lesley Session I See You 090904
Page 13: Farmer, Lesley Session I See You 090904

Left to Right

Top to

Bottom

Page 14: Farmer, Lesley Session I See You 090904

The Appeal of Graphic Novels

Page 15: Farmer, Lesley Session I See You 090904
Page 16: Farmer, Lesley Session I See You 090904

Comics & Reading

Assist Poor Readers

Connect with Visual Learners

Develop Strong Language Arts Skills

Encourage Unmotivated and "Dormant" Readers

Convey Educational Messages

Stimulate Readers to Explore Other Literature

Engage Older Readers

Page 17: Farmer, Lesley Session I See You 090904

Technology and Literacy

Expands access and manipulation to images

Media manipulate images to elicit desired responses

Viewers need to be verify image

Viewers who have more background knowledge can discern illogical images >>> wide reading aids visual literacy

Page 18: Farmer, Lesley Session I See You 090904
Page 19: Farmer, Lesley Session I See You 090904

Incorporate Technology to Visual and Textual Information

Encourage group-based visual technology productions.

Use visual editing/manipulation features – and undo options –to encourage creative risk-taking

Use images as another telecommunications “language.”

Have learners photograph a variety of objects and behaviors, and analyze the explicit and overt messages.

Have learners research the assumptions of visual messages.

Page 20: Farmer, Lesley Session I See You 090904

Library and Visual Literacy

Atmosphere

Collection development

Instructional design: visual aids, tech training, production

Page 21: Farmer, Lesley Session I See You 090904

Literacy Topics Using Images

1. Compare how different books or different artist/photographers portray concepts; determine the impact of culture, time period, status on the images.

2. Write a story to accompany a wordless book.3. Create and annotate a personal virtual museum of images.4. Take the same advertisement, and edit it in different ways to convey

opposing views. This activity is particularly telling during election years.5. Take photos of the school campus, and caption them. Compare the

choice and captioning of images.6. Produce telenovelas.7. Create educational commercials. 8. Do digital storytelling.9. Show scientific cycles by creating and captioning a digital photo album.10. Analyze how films depict themes; compare filmatic and text depictions.