A Content Analysis of Visuals in Elementary School Textbooks

Autor/inn/en	Guo, Daibao; Wright, Katherine Landau; McTigue, Erin M.
Titel	A Content Analysis of Visuals in Elementary School Textbooks
Quelle	In: Elementary School Journal, 119 (2018) 2, S.244-269 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Content Analysis; Textbooks; Elementary School Students; Science Instruction; Social Studies; Visual Literacy; Grade 3; Grade 4; Grade 5; Photography; Illustrations; Visual Aids; Comparative Analysis + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Textbook; Text book; Schulbuch; Lehrbuch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Fotografie; Bildliche Darstellung; Anschauungsmaterial
Abstract	Although visual complexity is increasing and graphics are essential to support readers' comprehension of disciplinary texts, visual literacy receives scant attention. Research suggests that effectively instructing students to interpret discipline-specific graphics would yield better comprehension. However, before this line of inquiry can be enacted, we must determine the characteristics of graphics in contemporary content textbooks. Therefore, this content analysis evaluated graphics within third- and fifth-grade science and social studies textbooks. We coded 3,844 graphics by type and function and compared findings between disciplines using chi-square and post hoc comparison tests. Overall, graphics were coded into 9 major types (photographs being most frequent) and 54 subtypes, indicating a diversity of graphics. When comparing disciplines, science textbooks contained more diagrams and photographs, and graphics more often functioned representationally. Social studies presented both a wider variety of graphics and more interpretationally challenging graphics. Implications for disciplinary literacy and instruction are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01