Developing Visual Literacy Skills Through Library Instructions

2018 ◽  
pp. 32-48
Author(s):  
Nevzat Özel
Keyword(s):  
Visual Information ◽  
Visual Literacy ◽  
Literacy Skills ◽  
Technological Innovations ◽  
New Literacy ◽  
Graphical Interfaces ◽  
Digitized Images

Visual literacy skills have become an inevitable part of life in today's world. Technological innovations leading to new literacy skills have changed traditional ways of communication and made it necessary to learn and understand symbols, pictures, photos, illustrations, diagrams, infographics, pictograms, simulations, graphical interfaces, digitized images, and other visual tools. Therefore, it is very significant to teach individuals about visual literacy skills: the ability to understand, interpret, evaluate, organize, and construct visual information. Infographics are essential tools for learners. One of the most prominent institution to teach visual literacy skills is libraries. Visual tools, strategies, and methods should be applied in library instructions for users to realize these skills. The aim of the chapter is to show the importance of visualization, visual literacy, and infographics and present suggestions regarding how to develop the visual literacy skills of learners by libraries.

Using Video Games to Improve Literacy Levels of Males

2011 ◽  
pp. 192-206
Author(s):  
Stephenie Hewett
Keyword(s):  
Video Games ◽  
Computer Technology ◽  
Video Game ◽  
Visual Literacy ◽  
Educational Needs ◽  
Literacy Skills ◽  
Male Students ◽  
Literacy Achievement ◽  
New Literacy ◽  
Achievement Levels

This chapter examines the differences in the educational needs of males, the origins of video games, and the issue of the decline in literacy achievement levels of male students worldwide. It promotes the idea that a new literacy which includes computer technology and visual literacy has changed the scope of literacy and that males have succeeded at developing the new literacy skills. The chapter is intended to inform educators of the literacy skills involved in video games, make connections with video game literacy and traditional literacy, and to encourage teachers to integrate video games into their curriculum.

scholarly journals LITERASI VISUAL DALAM PROSES BERKARYA MAHASISWA DESAIN

2020 ◽  
Vol 5 (2) ◽  
pp. 166
Author(s):  
Khamadi Khamadi ◽  
Agus Setiawan
Keyword(s):  
Visual Information ◽  
Visual Literacy ◽  
Literacy Skills ◽  
Visual Images ◽  
Literacy Process ◽  
Current Design ◽  
Design Students ◽  
Literacy Ability

Abstrak: Kemampuan literasi visual mahasiswa desain yang kurang menjadikan karya yang dihasilkan kurang komunikatif. Mahasiswa cenderung mengejar sisi teknis dan estetis dalam proses kreasi visualnya dan cenderung kurang menguasai konsep komunikasi pesan yang ingin disampaikan. Hal ini terjadi akibat karena kurangnya pemahaman terhadap proses literasi visual. Melalui model literasi visual oleh Hattwigg, dkk yang membagi literasi visual dalam tujuh komponen kemampuan literasi, fenomena literasi visual mahasiswa desain saat ini akan dianalisis untuk mendapatkan gambaran dan strategi penguatan kemampuan literasi visual selanjutnya. Sebagai hasilnya, mahasiswa desain masih kesulitan dalam menelusuri informasi visual dan menggunakan image visual yang ada dalam menghasilkan karya visual yang bermakna. Kata Kunci: Desain, Kreasi Visual, Literasi Visual Abstract: The lack of visual literacy skills of design students makes the resulting work less communicative. Students tend to pursue the technical and aesthetic side in the process of visual creation and tend to lack the mastery of the concept of communication of the message to be conveyed. This happens due to a lack of understanding of the visual literacy process. Through the visual literacy model by Hattwigg, et al., Who shares visual literacy in seven components of literacy ability, the phenomenon of visual literacy of current design students will be analyzed to obtain an overview and strategy for strengthening visual literacy skills further. As a result, design students still have difficulties in tracing visual information and using existing visual images in producing meaningful visual works. Keywords: Design, Visual Creation, Visual Literacy

Using Video Games to Improve Literacy Levels of Males

2009 ◽  
pp. 286-299
Author(s):  
Stephenie Hewett
Keyword(s):  
Video Games ◽  
Computer Technology ◽  
Video Game ◽  
Visual Literacy ◽  
Educational Needs ◽  
Literacy Skills ◽  
Male Students ◽  
Literacy Achievement ◽  
New Literacy ◽  
Achievement Levels

This chapter examines the differences in the educational needs of males, the origins of video games, and the issue of the decline in literacy achievement levels of male students worldwide. It promotes the idea that a new literacy which includes computer technology and visual literacy has changed the scope of literacy and that males have succeeded at developing the new literacy skills. The chapter is intended to inform educators of the literacy skills involved in video games, make connections with video game literacy and traditional literacy, and to encourage teachers to integrate video games into their curriculum.

scholarly journals Visual Literacy in the Context of Digital Education Transformation

2021 ◽  
Author(s):  
Eva Strazdina ◽  
Keyword(s):  
Visual Information ◽  
Visual Literacy ◽  
Visual Media ◽  
Digital Environment ◽  
Pedagogical Tools ◽  
Making Meaning ◽  
Digital Education ◽  
Sign Systems ◽  
Future Of Education ◽  
Education Transformation

The evolution of digital technologies and the use of visual media in our everyday life highlights the necessity to educate visually literate individuals. The Organisation for Economic Co-operation and Development (OECD, 2018) has launched the Future of Education and Skills 2030 that emphasizes that due to the digitalization into all areas of life, digital and data literacy are considered to be core foundations and being literate in this context requires the ability to comprehend, interpret, use and create textual and visual information in various formats, contexts and for diverse purposes (making meaning based on encoding and decoding signs/sign systems). The concept of visual literacy has been studied for several decades, however, it is a relatively new study area within a digital environment in Latvian media and education context. By bringing attention to the practice and reporting students comprehension and competency within the domain of digital visual literacy, the author reports the findings of a study that examined the competence of the sub-domain of visual literacy, applying Inquiry Graphic (IG) as a framework for the analysis. The purpose of this paper is to contribute quantitative and qualitative data to the domain of visual literacy amongst the Riga Art and Media school final year students and conceptualize visual literacy in the process of digital education transformation, proposing further research on academic practice and pedagogical tools to improve a person’s visual literacy and visual media competence in a digital environment.

scholarly journals Lighten the Load: Scaffolding Visual Literacy in Biochemistry and Molecular Biology

2017 ◽  
Vol 16 (1) ◽  
pp. es1 ◽  
Author(s):  
Erika G. Offerdahl ◽  
Jessie B. Arneson ◽  
Nicholas Byrne
Keyword(s):  
Molecular Biology ◽  
Cognitive Load ◽  
Visual Literacy ◽  
Life Sciences ◽  
Visual Representations ◽  
Literacy Skills ◽  
Complex Nature ◽  
Levels Of Abstraction ◽  
Intended Meaning ◽  
Visual Elements

The development of scientific visual literacy has been identified as critical to the training of tomorrow’s scientists and citizens alike. Within the context of the molecular life sciences in particular, visual representations frequently incorporate various components, such as discipline-specific graphical and diagrammatic features, varied levels of abstraction, and spatial arrangements of visual elements to convey information. Visual literacy is achieved when an individual understands the various ways in which a discipline uses these components to represent a particular way of knowing. Owing to the complex nature of visual representations, the activities through which visual literacy is developed have high cognitive load. Cognitive load can be reduced by first helping students to become fluent with the discrete components of visual representations before asking them to simultaneously integrate these components to extract the intended meaning of a representation. We present a taxonomy for characterizing one component of visual representations—the level of abstraction—as a first step in understanding the opportunities afforded students to develop fluency. Further, we demonstrate how our taxonomy can be used to analyze course assessments and spur discussions regarding the extent to which the development of visual literacy skills is supported by instruction within an undergraduate biochemistry curriculum.

Validity and Reliability of Mathematical Visual Literacy Skills Based on Avgerinou’s Vilual Literacy Index

2021 ◽  
Vol 12 (3) ◽  
pp. 1102-1121
Author(s):  
Raja Lailatul Zuraida Et.al
Keyword(s):  
Content Validity ◽  
Visual Literacy ◽  
Early Stage ◽  
Reliability And Validity ◽  
Principal Component ◽  
Literacy Skills ◽  
Face Validity ◽  
Validity And Reliability ◽  
Principal Component Axis ◽  
Bartlett’S Test

There is much literature on visual literacy across different fields of knowledge. Even so, generally there is a gap of literature that deals with measuring mathematical visual literacy skills. The objective of this paper is to produce empirical data on reliability and validity of mathematical visual literacy skills instrument. The development of items was based on the skills outlined Avgerinou’s VL Index (2007. The early stage in validating the instrument required researchers to seek face validity and content validity from panels of experts. Face validity was based on subjective judgements of the items. Meanwhile, content validity was determined by Content Validity Index (CVI) which is computed using Item-CVI (I-CVI) and Scale-CVI (S-CVI). Each mathematical visual literacy skills had accepted S-CVI values ranging from 0.86 to 1.00 but items with low I-CVI values were deleted. Next, construct validity and reliability was determined by using Exploratory Factor Analysis (EFA) and Cronbach’s alpha respectively. The instrument, consisting of 43 items was assessed on 428 pre-university students. Students’ responses were scored using analytical rubric developed by researchers. Using Principal Component Axis (PCA) and varimax rotation, EFA was carried out where 40 retaining items were extracted to 7 factors, representing each visual literacy skills. Kaiser-Meyer-Olkin (KMO) of 0.721, significant Bartlett’s Test of Sphericity (BTS), communalities anti images ranging between 0.308-0.721 and 0.503-0.835 respectively, 7 extracted factors explaining 53.685% of the total variance, factor loadings of ±0.520 and more, and overall Cronbach’s alphas of instrument recorded at 0.82, explained the complete validity and reliability of the instrument.

Tracking Children's Interactions with Traditional Text and Computer-Based Early Literacy Media

2017 ◽  
pp. 107-121
Author(s):  
Domenica De Pasquale ◽  
Eileen Wood ◽  
Alexandra Gottardo ◽  
Jeffery A. Jones ◽  
Rachel Kaplan ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Early Literacy ◽  
Software Design ◽  
Visual Information ◽  
Literacy Skills ◽  
Computer Mediated ◽  
Key Skills ◽  
Computer Based ◽  
Based Instruction ◽  
Tracking Technology

Early literacy skills have been the focus of considerable research for the past two decades. Many instructional interventions have been developed to help improve children's acquisition of key skills – among the most recent is an array of software programs. In this chapter we review the foundations for software design, instructional theories related to computer media-based instruction and an assessment of how children interact with the visual information provided in children's software. In particular, the chapter will highlight current research examining what features of software design impact children's ability to attend and learn from this media. Eye tracking technology has been used in research on early literary to better understand how learning occurs. This chapter identifies how eye-tracking technology can facilitate understanding of how young children interact with literacy tools in computer-mediated contexts.

Cultural heritage literacy: A survey of academics from humanities and social sciences

2019 ◽  
Vol 52 (3) ◽  
pp. 818-831
Author(s):  
Semanur Öztemiz
Keyword(s):  
Social Sciences ◽  
Cultural Heritage ◽  
Information Needs ◽  
Literacy Skills ◽  
Literacy Skill ◽  
University Faculty ◽  
Chi Square ◽  
New Literacy ◽  
Gender Status ◽  
Humanities And Social Sciences

In the 21st century, some factors, such as the awareness of multiculturalism, the preservation of local culture and the recognition of national cultural heritage, have led to the need for a new literacy skill called cultural heritage literacy. This study aimed to draw attention to the concept of cultural heritage literacy, defining the competencies of this literacy and investigating these competencies among academics from the humanities and social sciences at Hacettepe University Faculty of Letters, Turkey. Cultural heritage information needs and the information behaviours of academics were found to have differences in practices and perceptions across age, gender, status and subject disciplines. Within the scope of the study, a questionnaire with 30 questions was given to 114 academics from the humanities and social sciences at Hacettepe University Faculty of Letters, Turkey. The data were analysed using descriptive statistics and a chi-square test. The findings show that most of the academics reported having strong cultural heritage literacy abilities. There are statistically significant correlations between participants’ demographic features and cultural heritage literacy. It is expected that this study will contribute to the professionals of cultural heritage institutions. By considering cultural heritage literacy skills, professionals of cultural heritage institutions can develop new information services for cultural-heritage literate people.

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