Promoting Visual Literacy Awareness through Reading Advertisements

In 2022, Spain’s educational reform introduced the term “multimodal texts” into the Secondary Education curriculum for foreign languages. To examine the relationship between current teaching practices and this new curriculum, this study explores the knowledge, practices, and beliefs of secondary English teachers regarding the use of visual and multimodal texts in the English classroom. A total of 36 EFL teachers in Spain participated anonymously in this study by completing a validated questionnaire consisting of 63 items. The findings reveal teachers’ positive perspectives on visual education and multimodal literacy, alongside the challenges they encounter. While teachers report a substantial understanding of visual and multimodal literacies, key difficulties emerged, particularly in the use of metalanguage and multimodal assessment, confirming the findings of previous studies. This study seeks to address a gap in the literature, as empirical research on Spanish secondary EFL teachers’ beliefs concerning visual and multimodal literacies remains limited. Ultimately, the goal is to support the succesful implementation of visual and multimodal literacies by providing valuable insights for policymakers and teacher educators. Additionally, these findings have broader implications for other educational systems aiming to integrate multimodal and visual literacies into their curricula.

We live in an age of pervasive visual imagery all around us there are arguments that a more focused toward visually oriented educational system is needed which should build pathways on 'visual literacy'. By analysing, interpreting and debating the content of photographs the theoretical or conceptual development is facilitated. The visual learning tool presents a starting point for further research on visual tools and their impact on the subsequent performance of students in non-business and business entrepreneurship courses. The tool tailors professional settings that require high visual decoding skill and visual information acquisition and encourages higher education system to produce multiliterate graduates able to get along in the volatile global environment.

PurposeThe purpose of this study is to evaluate student visual literacy skills using the newly designed visual literacy framework and visual literacy (VL) scale.Design/methodology/approachIt includes a newly designed framework, a self-reporting questionnaire and a scale to evaluate an individual's VL skills and overall competency. The self-reporting questionnaire consists of 13 items with a five-point Likert scale.FindingsThe newly developed VL skill scale assessed the Fiji students’ competency (i.e. identify, understand, evaluate and communicate using visuals). The mean for the 13 items on VL skills showed average results, but 46.33% recorded high visual literacy competencies. The multiple linear regression analysis outcomes showed all 13 skills demonstrated significant contributions to becoming visually literate.Research limitations/implicationsThe limitation of this study is that the questionnaire is self-reporting, so the evaluation can be highly rated. The implications are that relevant stakeholders will be able to devise strategies and content to improve visual literacy in Fiji.Practical implicationsImages are playing an important role today, especially after COVID-19, which forced the education system to go online. Online learning involves a lot of visuals, and as such, visual literacy is important to students so that they can successfully learn online. This paper brings out the important aspects of visual literacy, which needs to be understood by the students.Social implicationsIn society, everything involves visuals. This paper introduces a visual literacy scale and a visual literacy tool to measure the visual competencies of individuals. If people understand the components of visual literacy, then visual competencies of the people will also improve.Originality/valueTo the best of the authors’ knowledge, this paper is the first one on evaluating visual literacy competencies in Fiji and also in the South Pacific. The visual literacy tool is also new to the world.

Contemporary culture is increasingly captured by and reflected in visual materials. Preserving and providing intellectual access to visual records will become an increasingly important aspect of archival work as such materials proliferate and are widely available in electronic form. Visual literacy, an evolving concept best defined as the ability to understand and use images and to think and learn in terms of images, is an essential skill for archivists and researchers using visual materials. Archivists of all media should strive to increase their visual literacy because of the complex ways in which visual and "traditional" textual documents interrelate. Archivists can approach visual literacy by becoming familiar with levels of visual awareness; participating in the ongoing discourse about the nature of literacy, including the relationships between visual and textual literacy; and increasing understanding of the special characteristics of image-creating technologies as well as the conventions and modes of expression associated with particular media. Expanded visual literacy will help archivists to understand and better describe visual resources as well as traditional documents and other materials of record. The results, improved finding aids and catalog records, will keep pace with anticipated expanding requirements of the research community.

Biochemical visual literacy with constructive alignment: Outcomes, assessment, and activities

Visual Literacy

Images pervade our daily lives (Garcia-Sanchez, Sanchez, and Isla 2015; Kedra, 2018). Nevertheless, students often lack the skills necessary to move beyond passive receivers of visual messages, and visual literacy programs are not a priority within the educational system (Lundy and Stephens 2015). As visual images become more and more the predominant form of communication. we address the issues mentioned above by presenting a visual literacy framework for educators that can be used in the evaluation and development of literacy intervention programs. However, for this propose, we have centred on animation movies, because animation films are engaging (Mallinger and Rossy 2003; Thurn 2016). An extensive review was performed on visual literacy literature of the last ten years. As a result, we offer some guidelines for teaching multimodal literacy in the context of class. Although students live in a visual world, they tend to show a low level of visual literacy and critical thinking. In this sense, animation movies have a specific language, which creates particular visual messages, and leads to the use of cinematography techniques, images and sounds to tell a story. Thus, we conclude and argue that visual literacy awareness significantly improves when we master a specific vocabulary. Our findings led us to outline a more precise method for teaching and improving our training in visual literacy and critical thinking skills. It is crucial to create and implement a curriculum to improve visual literacy. Visuals allow us to assess new levels of learning experiences, which enriches our real understanding.

This chapter makes the case for two aspects of visual literacy that the authors believe to be generally overlooked: (1) that visual literacy occurs by way of a developmental trajectory and requires instruction as well as practice, and (2) that it involves as much thought as it does visual awareness and is an integral component of the skills and beliefs related to inquiry. This chapter roots these ideas in the theory and research of cognitive psychologist Abigail Housen, coauthor of Visual Thinking Sttategies (VTS) with museum educator Philip Yenawine. Housen identified aesthetic stages that mark the development of skills helping to define visual literacy. Her research is also the basis of VTS, a method of engaging learners in deep experiences looking at art and discussing meanings with peers, a process that, this chapter posits, furthers visual literacy. This chapter presents that body of research and details the resulting VTS protocol. It reviews academic studies to date, subsequent to Housen, that document the impact of VTS interventions in various settings, and suggests beneficial areas for future research. In order to probe what development in visual literacy looks and sounds like on a granular level, two case studies of student writing from existing studies are presented and analyzed. Visual literacy skills enabled by VTS are briefly connected to broader educational concerns.

The study aims to examine the teaching and learning intervention in the educational setting as implemented in terms of student interest, learning reflection, direct instruction, learning activities, and student performance. It also aims to identify the contribution of the teacher theory model in adapting the teaching and learning intervention in the educational setting in the area of talented, enthusiastic, adaptability, creativity, honest, effective, and resourceful. The research employs the descriptive quantitative methods and designs to utilize and generalize the result of the opinion, attitude, behaviors of the variable defined in the study. Purposive sampling is also explored in the study since it refers to the expert sampling or judgmental. It is a sample of non-probability. The study comprised One Hundred (100) respondents only. Results show that it encourages, open communication and sincerity of teachers for students to be comfortable in sharing their knowledge and opinion inside the classroom in terms of student interest, provides learning reflection for students to gauge quickly in the understanding of the lesson and teaching content in terms of learning reflection, assesses the teaching concept to modify the lesson as needed in terms of direct instruction, provides a better brainstorming approach to learning activities for students to share their insights and ideas about the lesson in terms of learning activities, aligns the learning instruction and standard in the task to the measurable learning target of the subject in terms of student performance. On the other hand, contribution of teacher model theory shows being patient at all levels in the variety of classroom cultural background, intellectual abilities, and learning styles to balance their own expectations and unique abilities for the learners in the area of teacher as talented, shows that teacher improves classroom behavior, student performance, positive attitude, and lead better evaluation in teaching in the area of teacher as enthusiastic, focuses on the transformation and interdisciplinary learning that equips with technological advancement in the increased roles and functions of the learning process in the area of teacher as adaptable, shows that teaching empowers the opinion and ideas that express unique ways in teaching and active learning relevant for student learners in the area of teacher as creative, shows that teacher speaks the truth by avoiding giving false compliments and honestly correcting mistakes done by the students in the area of teacher as honest, shows that it explores student thinking in efficient learning and delivers the information that lasts for the students’ skills and knowledge in the area of teacher as effective, shows that teaches positive skepticism to students and the ability to look for the development and solution to the learning process in the area of teacher as resourceful. Findings show that there is no significant relationship between the teaching and learning intervention in the educational setting implementation and the contribution of the teacher theory model in adapting the teaching and learning intervention in the educational setting among the respondents.

In a visual society, visual literacy – the ability to meaningfully interpret and create images – plays a central role in effective communication. This study explores adult English language teachers’ understandings of visual literacy, and their self-reported practices using images in their classrooms that are populated by overseas students preparing for university, or migrants settling in Australia. Findings revealed that the participating teachers used images to help their learners improve their reading, writing and speaking skills, rather than develop visual literacy. This approach signals the need for more explicit inclusion of visual literacy in teacher education and in adult English language teaching programs.

This study investigates how English teachers perceive the role of visual literacy in students' reading comprehension at SMA Negeri 2 Batang. The background of this study stems from the challenges faced by students in understanding complex English texts and the limited use of visual media in teaching by teachers. The purpose of this study is to determine how teachers apply visual literacy in teaching, as well as to understand their views on the benefits and challenges faced. Using a qualitative approach and case study method, data was collected through observation, in-depth interviews, and documentation. The results of the study indicate that visual literacy, such as images, videos, and infographics, can significantly improve students' comprehension and motivation to learn. The teachers stated that the use of visual media helps students connect text with context, enriches learning experiences, and fosters reading interest. However, its implementation still faces several challenges, such as time constraints, facilities, and teachers' skills in selecting and integrating visual media effectively into teaching materials. Therefore, appropriate training for teachers and balanced learning strategy planning are needed so that visual literacy can be used not merely as an addition but as an integral part of the reading-learning process. With proper management, the integration of visual literacy can strengthen students' overall English literacy skills.

Social exploration is the key to how ideas spread through networks (Pentland, 2014). When people talk with others outside their immediate group, they can bring fresh ideas into the group leading to improved outcomes. So, to improve impact on educational practice we should increase communications within the professional community as well as increase the knowledge and competences of individual professionals. To improve social exploration opportunities for educators, we have developed a massive open online course (MOOC) with a technology-enhanced learning perspective on Visual Literacies. The two main challenges were to: gather content suitable for a multi-disciplinary audience; and design a MOOC that supports social exploration. The content was derived from analysis of interviews with 21 experienced educators about their use of visuals in education and communication. The educators came from a wide variety of disciplines and educational settings thereby offering multi-disciplinary case studies. The design of the ‘social exploration MOOC’ is based on Networked Learning theory, a pedagogical approach that emphasises openness, democratic relationships between teachers and learners, and support for diversity and inclusivity of participants. Participants can explore the MOOC content, share ideas and reflect on their own practice in a learning community that emphasizes sharing and discussion. Issues of engagement, drop-out, completion and retention rates are discussed in this descriptive case study using learning analytics and feedback from participants on their experience. The design of the MOOC promoted strong engagement and retention rates with the live webinar, in particular, enhancing participation, discussion and a feeling of community amongst participants.

The purpose of this study is to describe preservice teacher’s learning during lecturing Animal Physiology and investigate it’s impact on preservice teacher’s technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn’t also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

The purpose of this study is to describe pre-service teacher’s learning during lecturing Animal Physiology and investigate it’s impact on pre-service teacher’s technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn’t also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

The aim of this research is to determine and analyze the visual literacy of pre-service Turkish teachers according to some variables. The study was carried out with 3rd and 4th grade students attending the Department of Turkish Language Teaching at Canakkale Onsekiz Mart University in the Fall Semester of 2012-2013 academic year. The research is descriptive in nature and the data was collected via questionnaire by using survey method. The data on whether there’s a significant in gender difference and education on visual literacy on sub-dimensions of visual literacy were analyzed by T-test. Moreover whether there is a significant difference in subdimensions of visual literacy and the schools where pre-service Turkish Language teachers graduated from the frequency of their participation in activities related to visual arts and whether or not they watch advertisements on TV were analyzed by variance analysis ANOVA- F Test. The results of the study demonstrated that there is no visual literacy cerated to their gender. On the other hand, while there is a signifant difference in the frequency of their participation in visual arts, their visual literacies levels; there’s no significant difference their education in visual literacy and in their watching advertisements on TV and their visual literacies.