Scaffolding the Learning Journey
Integrating visual literacy instruction and scaffolding into classroom curriculum begins by asking a some simple important questions to start and engage the students'critical thinking process. (Jakes Online 2006)
· What am I looking at?
· What does this image mean to me?
· What is the relationship between the image and the displayed text message?
· How is this message effective?
· Just as professionals ask critical questions of messages they examine, students should be
just as critical of the messages they see too.
· In the visual design and interpretive world, similar questions are asked during message creation as well:
How can I visually depict this message?
· How can I make this message effective?
What are some visual/verbal relationships I can use?
(Jakes Online 2006)
When students internalise these important key questions, not only will students be prepared to recognise and decode coded and simple messages, but they will also be better prepared to communicate with a higher level of visual sophistication that will carry them right through the "multimedia-dependent" environment of higher education and the modern working and social world. (Jakes Online 2006)
The following templates are seen in Frangenheim, E (2006) Reflections on classroom thinking strategies (9th edn.). Queensland, Australia: Rodin Educational Consultancy.
· What am I looking at?
· What does this image mean to me?
· What is the relationship between the image and the displayed text message?
· How is this message effective?
· Just as professionals ask critical questions of messages they examine, students should be
just as critical of the messages they see too.
· In the visual design and interpretive world, similar questions are asked during message creation as well:
How can I visually depict this message?
· How can I make this message effective?
What are some visual/verbal relationships I can use?
(Jakes Online 2006)
When students internalise these important key questions, not only will students be prepared to recognise and decode coded and simple messages, but they will also be better prepared to communicate with a higher level of visual sophistication that will carry them right through the "multimedia-dependent" environment of higher education and the modern working and social world. (Jakes Online 2006)
The following templates are seen in Frangenheim, E (2006) Reflections on classroom thinking strategies (9th edn.). Queensland, Australia: Rodin Educational Consultancy.
| visual_literacy_in_classroom.pptx |
