Visual Literacy in Teaching and Learning - Research Paper Example

?Visual Literacy in Teaching and Learning Visual Literacy in Teaching and Learning Introduction Visual literacy can be defined as the ability to interpret and generate images for communicating ideas and concepts. The idea of visual literacy as a theoretical concept was introduced by John Debes in 1969 (Elkins, 2007). It refers to a group of vision competencies which human beings develop by seeing and integrating other sensory experiences at the same time. Apparently, the development of these competences is important to normal human learning. In this regard, when these competencies are developed, they enable people who are visually literate to discriminate and interpret visible actions, symbols, objects, whether or natural or man-made, that they encounter in their environment (Elkins, 2007). Through the creative use of these competencies, people are able to communicate with others effectively. Research has proved that the use of visuals in teaching enhance learning to a larger extent. Proper utilization of visuals results in a greater degree of learning. This paper examines the application of visual literacy in the teaching and learning process as a contemporary issue in visual literacy. Description of visual literacy in teaching and learning In the recent years, there has been a tremendous increase in the use of visual elements in teaching and learning processes. For instance, there has been an escalated integration of visual presentations in textbooks, classroom presentations as well as instructional manuals. The proliferation of visual images in teaching and learning resources is greatly attributed to the wide availability of digital images and increased access to technology as well as graphic software which foster the creation and the ultimate delivery of visual materials. Moreover, the increased use of visual media in teaching and learning is sustained by research findings that learner preference and styles can be addressed more effectively using image-rich teaching and learning resources. Also, more learning and retention occurs in instances where visual material is effectively utilized. Therefore, the use of visuals in classrooms today has intensified to a great extent. Learners are often required to interpret and decode meanings from various visuals. In addition, visuals such as graphics, images and other visual strategies used today are designed to increase learners’ comprehension of literary texts. Pictures, charts, maps and diagrams are among the common visual tools which are extensively used for effective learning. Through paintings, comic strips and creating collages, learners are able to demonstrate high levels of comprehension and are able to link visuals with texts (Bull & Anstey, 2006). Tattoos are also used to represent various literary characters. Proper care should always be taken when selecting an appropriate visual tool to use. However, preference should be given to color graphics in that black and white graphics are preferred. Film is also another effective form of visual aid used in teaching and learning. Visuals help students to focus and have full attention to the pictures and the accompanying words. Genesis of visual literacy in teaching and learning It is worth noting that although there has been increased integration of visual enhancement in the educational process in the recent years, the idea is not a new one. In this purview, the integration of visual and verbal information is evident throughout history. For instance, renowned educators and philosophers of ancient time clearly displayed appreciation for visual enhancements. Aristotle once noted that it is impossible to think without image (Bull & Anstey, 2006). A renowned ancient painter, Leonardo da Vinci, too, recognized the importance of visuals. He translated words from various aspects into drawings (Bull & Anstey, 2006) Also, alphabetical characters began as pictures that depicted various meanings. These symbols depicted man-made language devoid of distinctions between pictures and words. It is only after the invention of printing that illustrations and typing separated these visuals. The ultimate incorporation of visual literacy activities in the teaching and learning, however, can be dated back to 1972. The onset involved implementation of camera use in the primary grades. For instance, learners were rewarded to take photos of things found in their environments. State of visual literacy in teaching and learning today Learners in modern classrooms are bombarded with a wide scope of visual-related and graphical information. There is an escalated level of exposure to media of all sorts, for example, television, computers, cell phones, billboards and gaming systems among others. However, this exposure does not guarantee that the learners are in a position to understand, interpret and use the visuals and graphics in a meaningful way. In fact, the opposite prevails. This means that, notwithstanding this exposure to more sophisticated images and symbols prevalent in today’s world, learners lack the necessary skills to understand, interpret and use these visuals and graphics (Elkins, 2007). This necessitates the emphasis in the use of visual literacy in teaching and learning activities today. Visual literacy is greatly contingent upon technology and mass media. Technological tools are extensively used. Consequently, there is a move towards a visualization movement in the modern computation. Today, for instance, complex computations are presented graphically. This gives room for deeper insights and heightened ability to pass across data and information. This visualization is significant as it helps make sense of data which may previously have seemed unintelligible. Visual literacy could be regarded as a language. In this case, continuous use and interpretation of images to communicate various messages may involve decrypting it so as to come up with a meaning. This, therefore, necessitates the need to know how to communicate using images as a language. It involves paying attention to visual messages and carefully viewing images as a language of various messages. This implicates that visual literacy is culturally specific just like any other language literacy. Even so, there can still be some symbols and visual images which are universally understood. Incorporation of visual literacy in the teaching and learning process is a contentious idea. It has raised heated debate more than often. There exist a group of people who inexorably believe in its effectiveness. Nonetheless, others have shown their dissatisfaction with this idea. It is, therefore, important to critically analyze the two sides of the debate putting emphasis on the underlying rationale for each argument. Pros of visual literacy in teaching and learning The proponents of visual literacy in education argue that, as education is geared towards meeting learner’s needs, there is a deliberate move towards imparting skills that promote critical analysis and innovation among learners. This necessitates a shift from the enduring traditional processes of basic reading, counting, and writing and memorization skills. It is important to incorporate graphical elements and activities which foster visual literacy in the teaching and learning process. In fact, visual aids invoke the students’ thought, making them more innovative as they are in a position to use their intuition more effectively. Another reason is that there are learners who usually find it difficult to comprehend spoken or written language. This is prevalent especially among learners who veneer language barriers, those who have hearing disorders as well as those with learning disabilities. Such learners may find the use of visuals very meaningful. For them, learning occurs best when the visuals are involved in the learning process as they are able to see and decrypt meaning from the visual more easily than they would do in case of verbal presentation. Also, it is apparent that the use of visual increases the learners’ academic motivation and attitude towards learning. Learners tend to feel motivated and have a high morale for learning when visuals are incorporated in the learning process. Besides fostering communication among learners, visuals improve their awareness of the environment as well. Through the one-on-one interactions with their environment during the use of visuals, learners are able to understand their environment better than they would have done through exclusive verbal communication. For example, using a map of a given area to teach, may give the learners a better understanding of the area rather than describing the area verbally. The use of visual also helps learners to improve their self esteem. Cons of visual literacy in teaching and learning Those against incorporation of visual literacy in today’s teaching and learning have their own reasons. For instance, they argue that there is a general overemphasis on the use of visual literacy at the expense of the other literacies. As a matter of fact, multiple literacies are necessary as a prerequisite to meeting the challenges that have marred today’s society. The literacies include: oral, computer, social, media, cultural and eco-literacy (Elkins, 2007). Neglecting the other dimensions of literacy has adverse effects in the learning process. For instance, failing to incorporate other forms of literacy may hamper critical and creative thinking skills among learners. Another reason is based on the fact that different learners have different learning abilities and learning styles. In this regard, instructional materials and the teaching methods should attempt to consider the various learning styles so as to enhance greater learning achievement rather than being inclined on one style. Research has proved that most people tend to think in words rather than in pictures. Be that as it may, it is apparent that learners who have limited domain knowledge may find graphics and other visuals as excess complexities that are beyond their comprehension. They also argue that most visuals are expensive, time consuming and have low impact in the overall learning process. Some may require specialists’ roles and others may compete with the presenter. My stand towards visual literacy in teaching and learning I express full support for the incorporation of visual literacy in today’s teaching and learning activities. My stand can be ascribed to various reasons. In my opinion, the use of visual literacy strategies to emphasis verbal learning is very important. Apparently, visual literacy usually precedes verbal literacy even in human development process. This implies that human beings learn best by seeing rather than by hearing. In fact, they learn better when the two are integrated together. Visual aids help in translating complex verbal processes into easier visual messages that are simpler to grasp. They reinforce stated facts and enhance the understanding of these facts. My personal experience with learning using visuals perpetuates my support for the incorporation of visual literacy in the teaching and learning process even further. I personally understand more when visuals are used. My learning motivation is also increased. Visuals usually invoke my creativity and enable me to realize my full academic potential as well. I recommend the use of visual literacy in education process. Conclusion In conclusion, visual literacy enhances our ability to interpret images as well as generate images for communicating ideas and concepts. Thus, incorporating it into the teaching and learning process is a noble and lofty idea. This enhances learner motivation and increases academic understanding. Much care should be taken when incorporating visual literacy into the education system so as not to disadvantage others. References Bull, G., & Anstey, M. (2006). Teaching and learning multiliteracies: Changing times, changing Elkins, J. (2007). Visual literacy. London: Routledge Publishers. Literacies. Newark: International Reading Association. Read More