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VISUAL LITERACY

VISUAL LITERACY. Willem Veiko GEMSANAM Youth Student, Junior Councilor City of Windhoek Namibia. Name of Case Study Visual Literacy. ABSTRACT During Media Literacy course, I gained a lot of knowledge that has now transformed me into a visual literate consumer.

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VISUAL LITERACY

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  1. VISUAL LITERACY Willem Veiko GEMSANAM Youth Student, Junior Councilor City of Windhoek Namibia

  2. Name of Case Study Visual Literacy ABSTRACT • During Media Literacy course, I gained a lot of knowledge that has now transformed me into a visual literate consumer. • This case study is about the use of pictures to illustrate the text or written words in Namibian newspapers. • Visual Literacy enables us to be critical consumers who read meanings and messages in pictures presented in newspapers.

  3. KEYWORDS • Visual • Literate • Critical • Media • Consumers

  4. INTRODUCTON • Visual literacy is the ability to read meanings into things we see, whether in newspapers, magazines, or televisions. • In addition to being media literate on the print word, we also need to be visually literate to enable us to be an all-round critical consumer.

  5. OBJECTIVES • To enable the participants gain skills on how to read meanings in and critique pictures and other visuals presented to them by the Namibian media. • To come up a critical mass of consumers who are able to analyse and challenge gender stereotypes presented by visuals in both print and electronic media. • To enable participants to monitor media on the use of visuals and to use this information to engage with media houses in question.

  6. TARGETS This project targeted students in high schools, with the aim of empowering them to be critical young consumers of media.

  7. PROCESS During our course of Media Literacy that we had in Namibia from 16-28 June 2008, we had a chance to monitor local newspapers and asked the views of people in the community on gender stereotypes and Gender Balance.

  8. OUTPUTS All of us the students of Media Literacy in Namibia were amazed by what people think of the stereotype pictures in newspapers and how children were not sourced in News and women regarded as the Voiceless

  9. CHALLENGES/WAY FORWARD • The most common challenge that we have is that Media making is a Business and we cannot always demand what we want to see or read in Media. • Now as Media Literate Students we aim to spread the Message of Gender Stereotype and encourage other Youth to be involved in Media.

  10. NEXT STEP • The next step is to become aware of what we see and become stronger people in the Youth as “Watchers of the Watchdogs”. • We want to become independent when it comes to reading and seeing what is in the Picture.

  11. XXXXXXXXXXXXX THANK YOU XXXXXXXXXXXXXXXX

  12. REPLICATION I think this study can be replicated because every Youth in any country has to become visually literate in order to be critical and responsible consumers of media.

  13. OUTCOMES • Throughout the Course of Media Literacy we visited Local Newspapers that we monitored and told them about our Grievances and what we as Youth wanted • We also produced a Namibian GEMSA Youth Magazine and a Video through the Course

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