Literaturnachweis - Detailanzeige
| Autor/inn/en | Cappello, Marva; Walker, Nancy, T. |
|---|---|
| Sonst. Personen | Lapp, Diane () |
| Titel | Get the picture. Visual literacy in content-area instruction. |
| Quelle | Huntington Beach, CA: Shell Education (2020), 224 S. |
| Beigaben | Illustrationen; Webografie; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781493880805; 1493880802 |
| Schlagwörter | Visual literacy; Anthologie; Visual education; Teaching; Aids and devices; Perceptual learning; Éducation visuelle; Enseignement visuel; Matériel didactique; Apprentissage perceptif; visual literacy; instructional materials; Bildungstheorie; Bildungspraxis |
| Abstract | Section 1 : Teaching Visual Texts. What are visual texts? -- Benefits of visual texts -- Ethical responsibility -- Instructional uses -- Section 2 : Choosing Visual Texts. Locating visual texts -- Factors to consider -- Visual-text complexity -- Example: Choosing a visual text -- Section 3 : Strategies for Viewing. Visual thinking strategy -- Who is it? -- Character clusters -- Prove it! -- Exclusion brainstorming -- Geometric reading -- Stepping-stones -- Common clues -- Section 4 : Strategies for Creating. Talking drawings -- Collaborative text information maps -- Storyboard -- Excitement graph -- Listen to me -- Visual measurement -- Properties and categories of matter -- Classify this! -- Section 5 : Appendices and Resources. Appendices: Strategies for viewing ; Strategies for creating ; Resources and references. "Visual sources are increasingly prevalent in today's society. This cross-curricular resource provides teachers with new and engaging strategies to help students closely read visual texts. Teachers will learn to evaluate the complexity of visual texts and match them to their students. Students will learn to analyze visual sources, understand both explicit and implicit messages, interpret underlying meaning, and engage in meaningful discussion. Based on practical research, this approach offers students engagement in the full suite of Language Arts as defined by the International Reading Association and National Council of Teachers of English: reading, writing, listening, speaking, viewing, and visually representing. The strategies are divided by purpose (receptive and productive strategies) and arranged by content area to support all teachers. For each content area, grades K-1 and 2-3 samples lessons are provided. With concrete tools and techniques and a wide range of suggested visual texts to use in the classroom, teachers can prepare students for interaction with primary sources, digital media, and the visual-heavy world of 21st century learning"--Publisher's website |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2022/4/11 |
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