NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ838570
Record Type: Journal
Publication Date: 2009-Mar
Pages: 2
Abstractor: ERIC
Reference Count: 12
ISBN: N/A
ISSN: ISSN-8756-3894
Investigating Visual Literacy Integration: Lida's Legacy?
Mayall, Hayley J.; Robinson, Rhonda S.
TechTrends: Linking Research and Practice to Improve Learning, v53 n2 p48-49 Mar 2009
In order to begin to understand the current levels of awareness and understanding of teachers regarding visual literacy resources and tools, a descriptive study was recently undertaken by the authors. Data were gathered through a researchers-generated and pilot-tested web-based survey from 43 in-service teachers from the northern Illinois region. Teachers were asked to indicate their access to and frequency of use of a variety of tools. This list of tools included some of the more traditional items such as bulletin boards but also included the technology-based visual literacy tools such as digital production cameras, video storytelling software, and image manipulation software as mentioned earlier in the article. From the data and other anecdotal evidence it seemed that teachers have skills and knowledge about software and hardware, but not the theoretical principles and guidelines for appropriately using those tools to promote and integrate visual literacy principles. Teachers indicated that they did understand and agree with the importance of using visual literacy tools in their instruction but they admitted that they struggled with finding time and the correct instructional resources such as curricular guides or lesson plans, software or cameras, to make this happen.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois