Abstract
Within the past few years much attention has been paid to visual literacy. We are particularly excited about the research done examining the visual texts being produced in English language arts classrooms. Burnaford, Brown, Doherty, and McLaughlin reviewed this research (2007) and concluded that while literacy and the arts had obvious connections, the idea that literacy instruction should help students develop frames for talking about visual texts is new in all too many schools (Albers, Harste, Vander Zanden, & Felderman, 2008; Marsh, 2006; Rowsell & Pahl, 2007; Vasquez, Harste, & Albers, 2010). Ann Hass Dyson (2006) has gone so far as to argue that the ability to understand how visual literacy infl uences and constitutes one’s cultural and linguistic experiences must be part of the school’s everyday literacy practices.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.