Visual Literacy and Internet

Visual Literacy and Internet

            Visual literacy and the use of Internet can have a powerful impact on the teaching and learning process in the classroom.  Visual literacy is the learned capability to interpret visually conveyed information and create visual messages such as still images, drawings, diagrams, charts, graphs, videos, tables and presentation tools. Lowther, Russell, Smaldino, (2008) describe the possibilities of the powerful role in the use and creation of visuals as (a) concrete reference for ideas, (b) abstract ideas become concrete, (c) learners become motivated and engaged, (d) focused attention, (e) information presented in multiple formats, (f) allows for recall of learned concepts, and (g) simplify information for learning.  Lowther et al. 2008, provide a clear picture of the Internet:

The Internet is a worldwide system for linking smaller computer networks together. It is a network of networks with a frequently changing collection of millions of computer networks serving billions of people around the world. Any individual on the Internet can communicate with anyone else on the Internet (page 190).

The Internet allows for students to decode ever ending visual cues.  The ability to productively use the Internet and the ability to encode and decode visuals enable students to tap into their own creativity, productivity, and understanding of content. The teacher should demonstrate how to use the Internet and visual cues appropriately, in doing so the student will gain insight on how to discern accurate information form inaccurate information.  A teacher can find an abundance of lessons on the website Alabama Learning Exchange (ALEX) that often incorporate more than one type of technology. In a subtraction of integer’s lesson, the lesson designer included videos, research, online games for reinforcement, group work and online and paper assessments. Many of the lesson’s elements require the student to decode a multitude of visuals. Another example of the use of the Internet and visual literacy is a tool called EDvoice thread. The tool allows students to encode visuals for peers. Peers can comment and provide ideas for each other and even create visuals together via the Internet.  A sample lesson that reinforces geometry shapes, terms, and formulas is an Animoto scavenger hunt.  Animoto is a web based tool used to make music videos with pictures, video and text.  Students are provided pictures of everyday objects or computer generated images of geometry formulas, terms, and figures. The object is for the students to choose the correct figure and the corresponding term. More advanced students will include formulas that correspond to the image and term. They have to arrange the images so that the viewer sees the geometric figure, the term and formula back to back in the video. Students can even choose their own music. Using the Internet to enhance lessons provides continuous opportunities to improve visual literacy.

References

Ballett, A. (2009, February 22). Visual literacy across the curriculum. Retrieved September 27,

            2010, from http://www.youtube.com/watch?v=XQNbAtK3c3g   

Internet (2010). Merriam­-Webster visual dictionary online. Retrieved September 27, 2010, from

            http://visual.merriam-webster.com/communications/office-automation/internet_1.php

Lowther, D. L., Russell, J. D., Smaldino, S. E. (2008). Instructional technology and media for        

            learning (9th ed). New Jersey: Merrill Prentice            Hall