Teaching Visual Literacies: The Case of the Great American Dust Bowl

Autor/inn/en	Rice, Mary F.; Dallacqua, Ashley K.
Titel	Teaching Visual Literacies: The Case of the Great American Dust Bowl
Quelle	In: SANE Journal: Sequential Art Narrative in Education, 2 (2019) 4, Artikel 1 (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2613
Schlagwörter	Visual Literacy; Childrens Literature; Cartoons; Novels; Literacy Education; Educational Practices; Rhetoric; Instructional Design; Spatial Ability; Elementary School Students; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; 'Children''s literature'; Kinderliteratur; Zeichentrickfilm; Novel; Roman; Bildungspraxis; Rhetorik; Lesson concept; Lessonplan; Unterrichtsentwurf; Räumliches Vorstellungsvermögen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	Teachers and students require a range of tools to engage with visual texts. Using "The Great American Dust Bowl" by Don Brown (2013) as an exemplar text, we outline four conceptions of visual literacy: rhetorical, instructional, industrial and visuo-spatial and discuss their use in our literacy education practice. In addition, we provide a brief model of a second text, "The Arrival" (Tan, 2013) and a list of suggested texts for students at different levels (elementary, middle, and high school). We argue that these tools have the potential to deepen conceptions of visual literacies and empower teachers and students to understand the many ways in which visual texts operate to send message and evoke response and engagement. (As Provided).
Anmerkungen	SANE Journal: Sequential Art Narrative in Education. Available from: Digital Commons @ University of Nebraska - Lincoln. Web site: https://digitalcommons.unl.edu/sane/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11