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ERIC Number: EJ1141995
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1937-6928
Visual Literacy, Creativity and the Teaching of Argument
Shivers, James; Levenson, Cyra; Tan, Mei
Learning Disabilities: A Contemporary Journal, v15n1 p67-84 2017
A vibrant theory of change capable of fueling critical practice may be an indispensable feature of teaching argument in secondary education. According to the PIE model (Perception, Interpretation, Expression), layers of experience build a cognitive scaffold to support the development of critical skills. In addition, incorporating works of art and visual literacy skills stimulates perception and idea production. Thus, diverse practices may contribute to the development of argument. We respectfully disagree with the common core's limited definition of argumentation in both form and content. Instead of limiting students to one specific medium we broadened our practice to include a range of multimodal discourses.
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education; High Schools; Grade 9; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A