Essentials of Teaching and Integrating Visual and Media Literacy : Visualizing Learning.

Intro -- Foreword -- Becoming an Advocate for Media and Visual Literacy -- Learning from Each Other Through Publications -- Introduction to This Book -- References -- Preface -- What Is Visual Literacy? -- What Is Media Literacy? -- From Dream to Reality -- Finding Common Ground -- Framing, Learning, and Teaching -- A Million Thanks -- References -- Contents -- About the Editors -- Contributors -- Acknowledgment -- Part I -- Framing -- Using Strategies from Graphic Design to Improve Teaching and Learning -- Introduction -- Part 1: The What Is -- Part 2: Graphic Design's Connection to Learning -- Graphic Design's Learning Phases -- Conclusion -- References -- Resources -- Reinforcing Multiliteracies Through Design Activities -- Introduction -- Defining Literacies -- Design Activities -- What Is a Design Activity? -- Multiliteracies and the Design Activity -- Practical Applications of Design Activities in the Classroom -- Digital Stories -- Comic Books -- Design Activity Resources -- Challenges and Considerations -- Ethical Dilemmas -- Learners with Disabilities -- Subject-Specific Issues and Other Design Activities -- Standards and Assessment -- Conclusion -- References -- Understanding Visual Literacy: The Visual Thinking Strategies Approach -- Introduction -- A Developmental Approach to Understanding Visual Literacy -- Housen: Research Questions, Methods, and Findings -- Housen's Early Stages: The Pre-Visually Literate -- Implications for Teaching -- The VTS Protocol -- Literature Review and Findings -- Impact Shown in Elementary Education -- Impact Shown in Healthcare Education -- What Do Shifts into Visual Literacy Look Like? -- What Does Research on VTS Indicate About Visual Literacy? -- Need for Further Study -- Conclusion -- Appendix -- References -- Visual Communication and Culture: Design Education for a Globalized World -- Introduction.

Cross-Cultural Advertising: Case Studies -- Foundational Components: An Overview -- The Cultural Design Components Matrix -- Cultural Integration Project: Piecing Together Components -- Outcomes -- Conclusion -- References -- Part II -- Integrating -- Cameras in Classrooms: Photography's Pedagogical Potential -- Introduction: The Power of Photography -- Everyone Today Is a Photographer -- Critical Media Literacy -- Elementary School -- Teacher Education -- Techniques of Photography -- Shooting Back -- Connecting Academics to the World Beyond the Classroom -- Challenges to Bringing Cameras into the Classroom -- Conclusion -- References -- Presenting My Selfie to the Digital World: Visual Composition for Better Representation -- Introduction -- Considering Deeper "Ways of Seeing" -- Setting the Stage for Developing Twenty-First Century Literacies -- Accessing, Analyzing, Using Images: Slowing Down the Image-Skimming Process -- Accessing, Analyzing, Using Images: Considering What an Image's Frame Contains -- Analyzing, Interpreting, Evaluating Images by Developing a "Practiced Eye": Five Principles of Visual Composition -- Interpreting, Using, Creating Images: Tapping into Stories They Tell -- Analyzing and Creating Images: Before We Snapped Selfies, We Posed for Family Photos -- Creating Images and Expanded Narratives: Storyboards and Video Vines -- Promoting and Fostering Digital Citizenship -- Looking Ahead: Impact on Curriculum Development -- Glossary -- Recommended Resources -- References -- Google Drive Links to 12 Shot Projects -- Multimodal Composition in Teacher Education: From Consumers to Producers -- Introduction -- The Metaphorical Construct in Young Adult Literature -- Bill: The Metaphorical Construct as Alternative Assessment -- The Metaphorical Construct and Digital Tools -- Instructing Modes and Meaning.

An Example of a Digital Metaphorical Construct -- Digital Stories About Identity and Teaching -- Jill: Students Telling Their Own Stories -- Digital Tools and Media Literacy -- Glossary -- References -- Integrating Visual and Media Literacy in YouTube Video Projects -- Introduction -- Development of a YouTube Course -- Curricular Factors -- Technological Factors -- Societal Factors -- Challenges -- VML Competencies in the YouTube for Educators Course -- VML and the YouTube Curriculum -- Video Curation on YouTube -- Playlist Lessons -- YouTube Video Creation -- Vlog Project -- PowerPoint Movie -- Remix Video -- Interactive YouTube Videos -- Reflection and Conclusion -- References -- Using Scientific Visualization to Enhance the Teaching and Learning of Core Concepts -- Introduction -- Vignettes -- Graphical Literacy -- Media Literacy Takeaways for Practitioners -- Application in Physics -- Media Literacy Takeaways for Practitioners -- Application in Chemistry -- Media Literacy Takeaways for Practitioners -- Application in Biology -- Media Literacy Takeaways for Practitioners -- Application in Neuroscience -- Media Literacy Takeaways for Practitioners -- Summary and Conclusions -- References -- Mapping Concepts for Learning -- Introduction -- Background -- Application of Learning Theories -- Relation to Visual-Spatial Learning -- Rationale for Using Graphic Organizers -- Instructional Case Study of Implementing Concept Maps -- Concept Mapping Software -- Using Concept Maps for Organizing Content -- Procedures Implemented -- Results from Using the Concept Maps -- Reflections and Conclusion -- References -- Part III -- Teaching -- Digital Knowledge Mapping as an Instructional Strategy to Promote Visual Literacy: A Case Study -- Introduction -- Visual Literacy -- Knowledge Visualization: A New Frontier -- CmapTools.

Community of Practice Learning Environment -- Concept Maps Evolution to Digital Knowledge Maps -- Visual-Based Tools -- Bloom's Taxonomy, Revised -- Procedures -- Course Design -- Instructional Activities that Supported Learning -- Results and Discussion -- Reflections and Conclusion -- References -- Teaching Visual and Media Literacy Skills Through Media Production Technology -- Introduction -- A Need for VML in the LIS Graduate Curriculum -- VML as a Solution -- Rationale for a VML Approach in Moving Image Archives -- Technology-Based VML Workshops -- Outcomes and Student Feedback -- Reflections and Conclusions -- References -- Visual Literacy and Art History: Teaching Images and Objects in Digital Environments -- Introduction: Art History and the Image -- Visual Literacy: An Art Historical Perspective -- Using Visual and Media Literacy to Recreate the Material Object -- Four Activities and Assessments for Visual Literacy in Digital Environments -- Social Media Image Sharing -- Understanding the Digitized Object -- Understanding Digital Spaces -- Digital Curating -- Conclusion -- Web Resources -- References -- Teaching Visual Literacy: Pedagogy, Design and Implementation, Tools, and Techniques -- Introduction -- Case Study Report Overview -- Why Were Changes to the Course Necessary? -- How Did We Change the Course? -- Delivery: Working Toward Blended Flow -- Sample Meeting Structure -- Design: Leading Students on An Expedition -- Instruction and Assessment -- Discussion -- Implications Across Educational Settings and Recommendations -- Conclusion -- References -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.