![]() The culture at large seems to assume that somehow, perhaps because of our constant bombardment with images, visual literacy will simply happen without specific instruction. In order to produce children who know how to read well enough to perform practical tasks, at the very least, parents and caregivers talk to children as babies, introduce books early on, and prepare them for school, where various step-by-step processes are employed to help children achieve functional verbal literacy before the end of elementary education. Visual literacy skills enabled by VTS are briefly connected to broader educational concerns. In order to probe what development in visual literacy looks and sounds like on a granular level, two case studies of student writing from existing studies are presented and analyzed. It reviews academic studies to date, subsequent to Housen, that document the impact of VTS interventions in various settings, and suggests beneficial areas for future research. This chapter presents that body of research and details the resulting VTS protocol. Her research is also the basis of VTS, a method of engaging learners in deep experiences looking at art and discussing meanings with peers, a process that, this chapter posits, furthers visual literacy. Housen identified aesthetic stages that mark the development of skills helping to define visual literacy. This chapter roots these ideas in the theory and research of cognitive psychologist Abigail Housen, co-author of Visual Thinking Strategies (VTS) with museum educator Philip Yenawine. ![]() Springer, Switzerland, 2015.īy Dabney Hailey, Alexa Miller, and Philip YenawineĪbstract This chapter makes the case for two aspects of visual literacy that the authors believe to be generally overlooked: 1) that visual literacy occurs by way of a developmental trajectory and requires instruction as well as practice and 2) that it involves as much thought as it does visual awareness and is an integral component of the skills and beliefs related to inquiry. This essay is included in the book, Essentials of Teaching and Integrating Visual and Media Literacy: Visualizing Learning, Danilo M.
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