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What is Visual Literacy

Encyclopedia of Information Technology Curriculum Integration
The ability to critically understand and use images to articulate knowledge and communicate ideas.
Published in Chapter:
Digital Literacy Research
David M. Kennedy (University of Hong Kong, Hong Kong)
Copyright: © 2008 |Pages: 7
DOI: 10.4018/978-1-59904-881-9.ch037
Abstract
The 21st century has created an environment where the very meaning of the expression “to be literate” has come to mean much more than it did in the past. Literacy still encompasses the traditional reading, writing, and numeracy, but now includes visual and digital literacies that empower the individual to effectively communicate about, and use information (Jones-Kavalier & Flannigan, 2006). Literacy now incorporates an ability to critically evaluate information, communicate concepts, and express ideas in a variety of media, all mediated by computers. Earlier definitions of digital literacy tended to focus on technological skills (Bruce & Peyton, 1999; Davies, Szabl, & Montgomerie, 2002). However, the current focus has moved to a more pedagogical view that integrates technical, cognitive, and sociological skills (Eshet-Alkalai, 2004). What can the student do with information in digital form? The assumption now is that the student knows how to use the tools, and all that is needed is a focus on metacognitive and pedagogical needs. However, the case study presented in this article suggests that this is not so, and skills need to be integrated with meaningful tasks in order to become part of the lexicon of student learning modes.
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The Power of Metaphor in Bringing Clarity for Learners in Learner-Centered Design
Visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image, extending the meaning of literacy, which commonly signifies interpretation of a written or printed text. Visual literacy is based on the idea that pictures can be “read” and that meaning can be through a process of reading.
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Media Literacy Among College Students: A Study of Sivagangai District, India
We take in more visual information than ever. The ability to comprehend—and to create—videos, photos, infographics, and other visuals has become essential for daily life and career success.
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Social Aspects of Digital Literacy
Ability to see, discriminate, and interpret the visible natural or artificial objects and symbols in the environment.
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Showing a Human and Professional Face to the World: An ePortfolio Design Strategy for a Sense of Self
Using and understanding the meanings of images. These meanings may be literal, symbolic, or metaphoric.
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Designing Animated (and Interactive) Infographics for Remote Learning
A learned skill to enable extraction of symbolic meanings from visual information.
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New Literacy Instruction Strategies Considering Higher Education Hybridization
concept coined by John Debes (1968) , which refers to a group of skills allowing better discrimination, interpretation, evaluation, creation and use of visual sensory experiences and visual media that can be developed through learning and exposure to visual stimuli. Visual literacy refers to critical “consumption of visual media and a competent contributor to a body of shared knowledge and culture” ( Visual Literacy Standards Task Force, 2012 ).
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Science of the Archives: Visual Learning about Plants
An array of abilities related to understanding, using, and creating visual information.
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Evaluation of Women's Perspectives in the East Societies on New Media News
It can be expressed as analyzing visual contents, making sense of it and creating our own visual content (Bangir, 2008, p. 77).
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Digital and Media Literacy in Teacher Education: Preparing Undergraduate Teachers Through an Academic Program on Digital Storytelling
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Proposal of a Unit Design for Online English Lessons Using a Technology-Based Plan: Post-Pandemic Era
The ability to interpret information and comprehend potential messages immersed in visuals or other multimedia tools.
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Visual Literacy for Young Language Learners: Multimodal Texts in Content-Based Instruction
The ability to make meaning from interpreting visual images; it involves effectiveness in finding, interpreting, evaluating, using, and creating visual images as well as understanding contextual, cultural, aesthetic, ethical, intellectual, and technical elements of producing and using visual images.
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Using Video Games to Improve Literacy Levels of Males
The ability to look at charts, graphs, pictures, and other visual images to grasp an intended message.
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Navigating 21st Century Multimodal Textual Environments: A Case Study of Digital Literacy
The ability to interpret, negotiate, and make meaning from information presented in the form of an images and other information presented in a visual form. This extends the meaning of literacy beyond the common interpretation as only written or printed text.
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Visual Literacy and Young Learners
Being able to make meaning of pictures, images, drawings, and more.
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Information Literacy
The ability to use and evaluate information in a variety of formats.
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Integrating Digital Photography into Adult Education
The ability to know how images affect and influence society or how they affect what an individual likes and dislikes.
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Active Learning and Its Implementation for Teaching
The ability to look at visual information with perception. A visually literate person understands how visual elements contribute to the meaning of the whole.
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New Visual Literacies and Competencies for Education and the Workplace
The ability to create, understand, and communicate through the use of visual images.
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A Study in Image Creation Techniques in the Context of Visual Literacy
The concept of visual literacy includes a process used for explaining the acquired skills, interpreting, and evaluating visual messages and creating meaning for visual messages.
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The Role of Graphic Novels in K-12 Classrooms
The ability to interpret actions or images that are seen.
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Concept Mapping and Formative Assessment: Elements Supporting Literacy and Learning
The first stage of literacy development for learners with all five senses, visual literacy, is followed by language and then written literacy (Sinatra, 1986). (See Figure 1) Humans with sight actively view and seek information as hearing develops. It is the responsibility of educators to create learning environments for all learners to develop cognitive skills. “Language, then, becomes the natural extension of symbolic thought, and symbolic thoughts help form the mental schemata of a visually literate person” (Sinatra, 1986, p. 11).
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An Overview of Multilingual Learners' Literacy Needs for the 21st Century
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Integrating Digital Photography into Adult Education
The ability to know how images affect and influence society or how they affect what an individual likes and dislikes.
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Media Literacy Organizations
The ability to interpret, negotiate, and make meaning from information presented in the form of an image.
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The Roles of Digital Literacy in Social Life of Youth
Ability to see, discriminate, and interpret the visible natural or artificial objects and symbols in the environment.
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Visual Literacy and Visual Rhetoric: Images of Ideology Between the Seen and the Unseen in Advertising
The cultural and practical skill to read / understand what images show according to their rhetorical strategy. Visual literacy is focused on the potentialities of the image, on the suggestive and evocative power of images, on what images shows and suggests (the implicit, the unseen).
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Information Architecture and the Comic Arts: Knowledge Structure and Access
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Visual Cultural Arts as a Gateway to Digital Literacy
The ability to understand, create and use visual images purposefully.
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