We will always be reading and writing in our classrooms as part of literacy education, but we educators should understand what it means to be literate in this technological age. This course is helping me with the teaching of “new” literacies and I see it as our task to ensure that all students benefit from learning in ways that allow them be ready to participate in public, community, and economic life.
Many students are expected to present visual ideas using a variety of multimedia applications without serious direct instruction. Anyone who has suffered through a text-jammed PowerPoint presentation can see the importance of a good balance between what is verbally presented and visually. As we now live in a more visually dominated culture where students are expected to code and decode complex messages in a variety of media, literacy instruction should include visual media as well.
Visual literacy instruction in the classroom begins by asking a few key questions to start the critical thinking process. Professional visual communicators evaluate visual messages by asking: What am I looking at? What does this image mean to me? What is the relationship between the image and the text message? How is this message effective? Students should learn to interpret these messages in the visual design world. How can I visually describe this message? How can I make this message effective? What are some visual/verbal relationships I can use? Once students internalize these questions, not only will they be better prepared to recognize and decode advertising messages, they will also be prepared to communicate
Visual literacy instruction will better prepare students for the constantly changing online world they will have to be communicating through.
Our modern technology-driven society demands a level of communication so we have to give our students the tools to take part in this technological age. In my teaching I’m trying to incorporate this in my lessons but I still need time to practice and although I have a lot of fun with it, I struggle at times to keep up with it.
I do not have a specific lesson that I’ve created at this point, but more a plan of ideas I’d like to explore with my EAL students in grade 7.
In their core Humanities classes they will begin next week with Book Club reading where small groups of students will read and discuss the same novel. I’ve introduced the idea of a reading project I’d like to do in my class, to support their English language learning and their reading skills. I would like my students to read fiction and non-fiction texts. To help understand their novels we’ll ask the question what background information is helpful to get a better understanding of the book? This means researching needs to be done and their findings need to be shared with the class. There will be a choice to present their findings but it has to be done by a visual presentation using the following or any other presentation tools they want to explore or are familiar with.
You Tube http://www.youtube.com/
For images and visuals students should use
I could think of a lesson I would like to change but teaching is dynamic business and I see myself more as a facilitator who brings the horse to the water. Maybe I have the best job in the world!! I can design, create and make plans for my English learners to support them so that they can communicate and function in their Humanities classes. I love learning more in the next CoeTail course how to continue providing great learning opportunities for my kids!