ERIC Number: EJ1079804
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
The Roles of Photography for Developing Literacy across the Disciplines
Cappello, Marva; Lafferty, Karen E.
Reading Teacher, v69 n3 p287-295 Nov-Dec 2015
Teachers can capitalize on the overwhelmingly visual nature of contemporary society for learning and teaching through integrating photography in their classroom instruction. In offering an alternative pathway for acquiring and expressing knowledge, photography has the potential to strengthen instruction across disciplines by drawing on multiple literacies. Indeed, photography can magnify and transform how students learn. This article explores the roles photography played in one fourth grade science classroom where teachers used Visual Thinking Strategies to promote close reading of visual texts and students created photo-booklets to demonstrate disciplinary literacy in geology as well as reflect on their acquisition of content knowledge through photo-interviews. In describing an instructional sequence of visual-based activities and multi-modal projects, this article illustrates photography's potential to improve disciplinary literacy teaching and learning by facilitating metacognition, academic vocabulary, and risk taking.
Descriptors: Photography, Teaching Methods, Elementary School Science, Grade 4, Visual Learning, Learning Strategies, Critical Reading, Geology, Knowledge Level, Science Process Skills, Interviews, Scientific Literacy, Metacognition, Vocabulary Development, Risk, Multiple Literacies
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4; Intermediate Grades
Authoring Institution: N/A
Grant or Contract Numbers: N/A