Paper Status Tracking
Contact us
[email protected]
Click here to send a message to me 3275638434
Paper Publishing WeChat

Article
Affiliation(s)

University of Jyväskylä, Jyväskylä, Finland

ABSTRACT

The purpose of this article is to investigate visual literacy from the perspective of the VTS (Visual Thinking Strategies) method. The authors examine the viewpoints of seven American elementary school teachers on visual literacy and its meanings in the context of the VTS method. Data collection was done using a semi-structured questionnaire, which was followed by theory-driven content analysis. The authors emphasize that when supporting holistic development in a teaching context, it is the interconnected nature of aesthetics, growth and the learner’s learning which is more important than developing special skills, like visual literacy. In the teaching context visual literacy and language development should be acknowledged in pedagogy and research.

KEYWORDS

visual literacy, visual thinking strategies, taxonomy for learning, aesthetics, multimodality

Cite this paper

References
Anderson, L. W., Krathwohl, D. R., & Pintrich, P. R. (2001). The taxonomy table. In L. W. Anderson, D. R. Krathwohl, P. W. Airasian, K. A. Cruikshank, R. E. Mayer, P. R. Pintrich, J. Raths & M. C. Wittrock (Eds.) A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (pp. 27-37). New York: Longman.
Engelhart, M. D., Furst, E. J., Hill, W. H., Krathwohl, D. R. (1959). Taxonomy of educational objectives. In B. S. Bloom, (Ed.), Handbook I: The cognitive domain (2nd ed). Torondo: Longmans.
Callow, J. (2005). Literacy and the visual: Broadening our vision. English Teaching: Practice and Critique, 4(1), 6-19.
Callow, J. (2008). Show me: Principles for assessing students’ visual literacy. The Reading Teacher, 61(8), 616-626.
Coiro, J., Knobel, M., Lankshear, C., & Leu J, D. (2008). Central issues in new literacies and new literacies research. In J. Coiro, M. Knobel, C. Lank-shear, and D. Leu J. (Eds.), Handbook of research on new literacies (pp. 1-21). New York: Lawrence Erlbaum Associates, Taylor & Francis Group.
Cope, B., & Kalantzis, M. (2000). Introduction multiliteracies: The beginnings of an idea. In B. Cope and M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 3-8). London: Routledge.
De Santis, K., & Housen, A. (1996). A brief guide to developmental theory and aesthetic development. New York: Vtshome. Retrieved from http://www.vtshome.org/re- search/articles-other-readings.
Eskola, J., & Suoranta, J. (2014). Introduction to the qualitative research (Johdatus laadulliseen tutkimukseen) (10th ed.). Tampere: Vastapaino.
Euroopan komissio. (2010). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. Communication from the Commission of the European Digital Agenda (Komission tiedonanto Euroopan parlamentille, neuvostolle, Euroopan talous- ja sosiaalikomitealle ja alueiden komitealle. Euroopan digitaalistrategia). Bryssel.
Flick, U., von Kardorff, E., & Steinke, I. (Eds.) (2004). A companion to qualitative research. London: Sage. 
Hirsjärvi, S., Remes, P., & Sajavaara, P. (2009). Study and write (Tutki ja kirjoita) (15th ed.). Hämeenlinna: Tammi.
Hirsjärvi, S., Remes, P., & Sajavaara, P. (2014). Study and write (Tutki ja kirjoita) (19th ed.). Helsinki: Kirjayhtymä.
Housen, A. (2001-2002). Aesthetic thought, critical thinking and transfer. Arts and Learning Research Journal, 18(1), 99-132. New York: Vtshome. Retrieved from http://www.vtshome.org/research/articles-other-readings
Housen, A., & Yenawine, P. Assessing growth. New York: Vtshome. Retrieved data from
http://www.vtshome.org/research/articles-other-readings
Jäppinen, A. (2016). VTS and visual literacy. The views of American users on visual literacy and its meanings in the context of VTS method (VTS ja visuaalinen lukutaito. Yhdysvaltalaisten käyttäjien näkemyksiä visuaalisesta lukutaidosta ja sen merkityksestä VTS -menetelmän osana). Kasvatustiede. Opettajankoulutuslaitos. Jyväskylän yliopisto. 
Kern, R. (2000). Literacy and language teaching. Oxford: Oxford University Press.
Kress, G. (2003). Literacy in the new media age. London: Routledge.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
Kress, G., & Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). London: Routledge.
Krippendorff, K. (2013). Content analysis: An introduction to its methodology. Los Angeles: Sage. 
Kupari, P., Välijärvi, J., Andersson, L., Arffman, I., Nissinen, K., Puhakka, E., & Vettenranta, J. (2013). Pisa 12: Primary results (Pisa 12: Ensituloksia). Helsinki: Opetus- ja kulttuuriministeriö. Opetus- ja kulttuuriministeriön julkaisuja 2013: 20.
Linnakylä, P. (1990). Lukutaitovalmiutta ja vapautta (LiteracyReadiness and Freedom). In P. Linnakylä, and S. Takala (Eds.), New dimensions of reading (Lukutaidon uudet ulottuvuudet) (pp. 1-22). Kasvatustieteiden tutkimuslaitoksen julkaisusarja. Jyväskylä: Kasvatustieteiden tutkimuslaitos.
Mitchell, W. J. T. (1994). Picture theory: Essays on verbal and visual representation. Chicago (Ill.): University of Chicago Press.
Moilanen, P., & Räihä, P. (2015). Merkitysrakenteiden tulkinta (Interpretation of meaning structures). In R. Valli, and J. Aaltola (Eds.), Windows to research methods 2 (Ikkunoita tutkimusmetodeihin 2, näkökulmia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin) (4th ed.) (pp. 52-73). Jyväskylä: PS-kustannus.
Moilanen, P. (2016). The temptations of a phenomenon-based approach. A department tallecture, 17.5.2016. University of Jyväskylä.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures, 66(1), 60-92.
O’Neil, K. E. (2011). Reading pictures: Developing visual literacy for greater comprehension (pp. 214-223). Reading Teacher, 65(3), 214-223.
Opetushallitus. (2014). National core curriculum for basic education 2014 (Perusopetuksen opetussuunnitelman perusteet 2014). Helsinki: Opetushallitus. 
Parsons, M. J. (1976). A suggestion concerning the development of aesthetic experience in children. The Journal of Aesthetics and Art Criticism, 34(3), 305-314.

Parsons, M. J. (1987). Talk about a painting: A cognitive developmental analysis. Journal of Aesthetic Education, 21(1), 37-55.
Parsons, M. J. (1989). How we understand art: A cognitive developmental account of aesthetic experience. Cambridge: Cambridge University Press.
Parsons, M. J. (1990). Aesthetic literacy: The psychological context. Journal of Aesthetic Education, 24(1), 135-146.
Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). USA: Sage.
Räsänen, M. (2015). Multi-chapter book of visual culture (Visuaalisen kulttuurin monilukukirja). Helsinki: Aalto-yliopiston taiteiden ja suunnittelun korkeakoulu. Aalto-yliopiston julkaisusarja 4/2015.
Serafini, F. (2010). Reading multimodal texts: Perceptual, structural and ideological perspectives. Children’s Literature in Education, 41(2), 85-104.
Serafini, F. (2011). Expanding perspectives for comprehending visual images in multimodal texts. Journal of Adolescent & Adult Literacy, 54(5), 342-350.
Serafini, F. (2012). Reading multimodal texts in the 21st century. Research in the Schools, 19(1), 26-32.
Serafini, F. (2015). Multimodal literacy: From theories to practices. Language Arts, 92(6), 412-422.
Serafini, F., & Gee, J. P. (2014). Reading the visual: An introduction to teaching multimodal literacy. New York: Teachers Collage Press.
Sinatra, R. (1986). Visual literacy connections to thinking, reading and writing. Springfield Ill.: Thomas.
Schreier, M. (2012). Qualitative content analysis in practice. London: Sage. 
Smolkin, L. B., & Donovan, C. A. (2005). Looking closely at a science trade book: Gail gibbons and multimodal literacy. Language Arts, 83(1), 52-62.
Stafford, T. (2011). Teaching visual literacy in the primary classroomComic books, film, television and picture narratives. New York: Routledge.
Tillman, A. (2012). What we see and why it matters: How competency in visual literacy can enhance student learning. (Honors Projects, Paper 9.
Tuomi, J., & Sarajärvi, A. (2013). Qualitative research and content analysis (Laadullinen tutkimus ja sisällönanalyysi) (10th ed.). Helsinki: Tammi. 
Unsworth, L. (2001). Teaching multiliteracies across the curriculum. Chancing contexts of text and image in classroom practice. New York: Open University Press.
Unsworth, L. (2006). Towards a metalanguage for multiliteracies education: Describing the meaning-making resources of language-image interaction. English Teaching: Practice and Critique, 5(1), 55-76.
VUE staff. n.d.a. Summary of the visual thinking strategies grades K-5 curriculum. New York: Vtshome. Retrieved from http://www.vtshome.org/research/articles- other-readings
VUE staff. n.d.b. VTS research and theory. New York: Vtshome. 
Retrieved from http://www.vtshome.org/research/articles-other-readings
Wolfe, P., & Kleijwegt, D. (2012). Interpreting graphic versions of Shakespearean plays. English Journal, 101(5), 30-36.
Yenawine, P. n.d. (1997). Thoughts on visual literacy. Handbook of research on teaching literacy through the communicative and visual arts in 1997. New York: Vtshome. Retrieved from http://www.vtshome.org/research/visual-thinking
Yenawine, P. (1998). Visual art and student-centered discussions.Theory into Practice, 37(4), 314-321.
Yenawine, P. (1999). Theory into practice: The visual thinking strategies. Presented at the Conference of “Aesthetic and Art Education: A Transdisiplinary Approach”, 1999 Lisbon, Portugal: New York: Vtshome. Retrieved from
http://www.vtshome.org/research/articles-other-readings
Yenawine, P. (2003). Jump starting visual literacy: Thoughts on image selection. Art Education, 56(1), 6-12.
Yenawine, P. (2011). Guidelines for image selection for beginning viewers. New York: Vtshome. Retrieved from http://www.vtshome.org/research/articles-other- readings
Yenawine, P. (2013). Visual thinking strategies: Using art to deepen learning across school disciplines. Cambridge (Mass.): Harvard Education Press.

About | Terms & Conditions | Issue | Privacy | Contact us
Copyright © 2001 - David Publishing Company All rights reserved, www.davidpublisher.com
3 Germay Dr., Unit 4 #4651, Wilmington DE 19804; Tel: 1-323-984-7526; Email: [email protected]