visual literacy

There are several visual literacy options available for implementation in the classroom. Unfortunately the majority of teachers are till using alphabetic text as their main source of literacy in their classroom. In some cases, teachers refer to other forms of visual text to be far less important than alphabetic text. However, if used correctly other forms of visual literacy can be much more than a side kick to alphabetic text in the classroom. In fact, it can be more powerful in reaching and gaining students' attention.

Video, pictures, and slide shows are just a few examples of visual literacy. As a student, I often find alphabetic text to be boring or to lack luster. In other words, even if the text is interesting it lacks the skills to gain attention upon first site. With other forms of visual literacy, students are excited and ready to see what lies ahead. Sometimes in teaching, gaining the students attention is the most difficult part. When using visual literacy that hardest part is over. Students are interested in what they are about to take part in.

One of the most important things to do when using visual literacy is to give it a place in the classroom. Teachers should not dismiss visual literacy, but embrace it and allow their students to do the same. I really like the idea of giving specific names to tasks that pertain to visual literacy. For example, the creator of a visual literacy project is not a writer but a composer. This really shows the students that visual literacy is on a different level than just writing something. This also gives visual literacy a specific place in the classroom. Pictures are not just something cool to look at, but viewed as a piece of work. Giving all areas of visual literacy (reader, viewer, reading, viewing, etc.) a specific name geared toward visual literacy can really set the tone for implementing visually literacy into the classroom.