Visual
Literacy Article Summary
Susan Connell
EDTEC 561
Fall 2003
Reference:
Branden,
R. A. (1996). Visual literacy. Handbook of Research for Educational
Communications and Technology. (chap. 27.2). Retrieved September
17, 2003, from https://www.aect.org/Intranet/Publications/edtech/27/index.html
This article
(from the previous edition of the Handbook) summarizes and compares research
findings in a number of areas relating to visual literacy. The author
notes that visual literacy can be defined broadly and eclectically as
anything from visualization to art to vision competencies that individuals
integrate with other sensory experiences. In the section on "Visual
Literacy and Verbal Literacy" Branden cites research findings regarding
the use of illustrations in textbooks and learning materials.
Interestingly,
the research findings summarized indicated that illustrations could actually
interfere with learning to read for students in grades K-3. However, in
other types of instructional texts, relevant illustrations, placed close
to appropriate text facilitated both comprehension and recall of the depicted
subject matter. However, inclusion of illustrations that were not matched
to the text actually caused students to perform worse on tests about story
content.
Several factors
improved the value of illustrations in texts, including:
- Referencing
illustrations in the text
- Using
captions to explain the illustrations
- Using
photographs or realistic detailed drawings
- Use of
dynamic rather than static images
- Placement
of illustrations near referenced text
As technology
has expanded our ability to richly illustrate learning materials, there
is sometimes a tendency to ignore the objective of the content - letting
function follow form. This article reminds us that gratuitous use of illustrations
can actually be counter-productive in a learning environment.
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