Visual Literacy

Visual Literacy examines how teachers can use visuals to improve learning for all students. It provides teachers with a foundation in visual literacy, defined as the ability to read, think, and communicate with visually presented information. Results of studies of students’ using visual information indicate that most students are clearly lacking in the tools needed to use visuals effectively. The book orients teachers to visual literacy and the world of visuals. It discusses various classroom tested strategies and activities for all students, including second language learners, and students with special needs. Stressing visual literacy skills helps students understand a visual more deeply so they can master the content they are learning. Teachers will learn to employ a literacy triad of reading, thinking, and communicating to aid students in their study of visuals. First, they inquire into the visual, reading it for content and context, including assessing the authenticity of the document. Second, they think about the document by analyzing, interpreting, and evaluating it to come up with answers to their inquiry. Graphic organizers help students decipher the content and understand the meaning of the visual document, connecting it to prior and future instruction. Third, they communicate their findings using visuals.

Highly Recommended: [Newman and Ogle] connect their passion for the humanities with research on language and literacy to provide a comprehensive examination of visual literacy. They outline visual literacy from its foundation to strategies for content by providing examples from research and classroom instruction. Teachers are connected to the study of visuals to improve students' ability to read and understand the meaning of visual documents. Visual learning resources, including graphic organizers and web-based tools such as apps, are highlighted for their ability to increase inquiry-based learning in the content areas, especially science and history. Through multimodal presentations, the authors argue, students can create their own messages and texts and develop a deep, analytical level of thinking. The final chapter explores the three principles of the universal design for learning framework (UDL); they reinforce the need for visuals in scaffolding learning and designing curriculum that engages all learners. This great resource is not only for teachers looking to strengthen visual literacy pedagogy but also for all individuals looking to build this competency for themselves.-- "Choice", Newman and Ogle's new book on Visual Literacy is just what the field has been missing for many years. It explores the vast subject area of visual literacy then clearly breaks down information to important and concise areas of study. The text would serve a variety of audiences well from educators, students, diverse populations as well as the general public. Due to our never ending input of visual images this text has current applications in many settings. The narrative is approachable for many readers. It informs all audiences in step by step analysis and information. I highly recommend this important book.--Karen Tardrew, past-president, International Visual Literacy Association, Visual images can convey powerful messages, often including cultural values and persuasive elements. Students have to be taught to analyze, understand, and critique the visual information that surrounds them every day. Failing to do so places them at risk for school failure, and even manipulation, in our highly visual and complex world. Ogle and Newman provide a path for teachers that guides efforts to broaden students' literacy learning to include the vast array visual content.--Douglas Fisher, past-president, International Literacy Association

Mark Newman is Professor of Social Studies Education at National College of Education, National Louis University. He has a Ph.D. in History from UCLA and has written articles and books, and edited journals on primary sources, geography, and visual culture. Newman was co-director on five National Endowment for the Humanities grants and director of a Library of Congress Teaching with Primary Sources project.Donna Ogle is Professor Emeritus of Language and Literacy at National College of Education, National Louis University. Her research and school-based work focuses around reading and learning with informational texts in content areas. Donna has served as President of the International Reading (now Literacy) Association, is a member of the ILA Research Panel, and consultant to the Terra Foundation for American Art Project using art in integrated instructional units.