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Visualize This!

Visualize This!. Exploring and Creating Visual Text for your Content A rea. “Images are all around us, and the ability to interpret them meaningfully is a vital skill for students to learn.”. Thibault and Walbert , Learn NC. What is Visual Literacy?.

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Visualize This!

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  1. Visualize This! Exploring and Creating Visual Text for your Content Area

  2. “Images are all around us, and the ability to interpret them meaningfully is a vital skill for students to learn.” Thibault and Walbert, Learn NC

  3. What is Visual Literacy? Visual literacy is the ability to see, to understand, and ultimately to think, create and communicate graphically.

  4. Applying Visual Literacy Skills • Visual literacy allows the viewer to gather the information and ideas in an image, place them in context, and determine whether they are valid. • These skills can be applied to any type of image: Photographs, paintings and drawings, graphic art, films, maps, and various kinds of charts and graphs

  5. Related Reading Anchor Standards Print and Graphic Texts

  6. RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; • cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • RI.2 – Determine central ideas or themes of a text and analyze their development; • summarize the key supporting details and ideas • RI.7 – Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

  7. Related Writing Anchor Standards

  8. W.1 – Write arguments to support claims in an analysis for substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.2 – Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.3 – Write narrative to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.6 – Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

  9. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Write Into The Day • How do you currently implement standard RI.7 in your classroom? • How do you envision implementing standard RI.7?

  10. Brainstorming • What are some of the visual texts you know? • With partner, discuss and capture on chart paper, to be shared.

  11. Agenda for the day • Analyzing images – how do you do that? • Writing about images – how do you do that? • Where do you create images? • Where would your content provide opportunities to explore this kind of literacy?

  12. Analyzing images from content areas • Gallery walk of content images posted around the room. • Invite analysis via post-it notes

  13. Applying. . . • How could you teach students to analyze this type of image? • What images could your students process and/or create?

  14. Considerations for Teaching Visual Literacy: • 1) Understanding the three areas of visual literacy • 2) Understanding that the purposes for reading visual text are different from that of verbal text

  15. Visual Literacy has three areas:

  16. Purposes for Reading:Verbal Text vs. Visual Text

  17. Time for modeling. . . • Strategies for analyzing an image - based on audience’s content areas

  18. What are Infographics? • According to Wikipedia, Infographics, or information graphics, are graphic, visual representations of information, data or knowledge. • According to PC Magazine, Infographics are used worldwide and can be found in every discipline. They include road maps, street signs and even technical drawings.

  19. Infographics continued: • According to Dave Gray’s blog, Infographics: • Are visual information that helps you readily understand, find or do something. • Can integrate words and pictures in a dynamic way. • Are usually stand-alone documents that are completely self-explanatory. • Make it possible to integrate information more rapidly. • Are universally understandable.

  20. Simply put, infographics are:

  21. Infographics. . . • http://www.youtube.com/watch?v=Je-I6fiE_Wk • http://www.youtube.com/watch?v=R8N8wUGwa1E

  22. Why Infographics? Infographics make information accessible to a wide range of readers/non-readers: • Very young children • Visual learners • ELLs • Struggling readers • Infographics and integrated texts are integral elements of online media.

  23. General Types & Purposes

  24. Teaching Strategies: 1. Discuss the purpose of different types of infographics. Ask students what is the topic of a given infographic. What is the infographic’s purpose? 2. Focus on one type of infographic at a time. Ask students what the components of the infographic are? How does each component contribute to the overall purpose?

  25. Teaching Strategies, cont.: 3) Have students collect and analyze different infographics from various sources. Which conveys information best? Why is one infographic better than another? Do various infographics have anything in common? 4) Co-develop a rubric of components with students. 5) Have students revise an infographic to make its more effective. 6) Start collecting a library of exemplars.

  26. Establish the context for reading, and eventually creation of, a visual text:

  27. Examine content-specific examples and lesson plans • From the NY Times: Social Studies Science and Health ELA/Fine Arts

  28. Additional Examples • Follow this link, then click on “EXAMPLES of visual literacy” • For more complex visualizations, click on • A Periodic Table of Visualizations and hover • over each element to display it.

  29. More Examples: • Additional samples to interpret with students can be found here (only about 20 links are still valid). • Sabrina Back’s Infographics Board on Pinterest

  30. Exploration time. . . Explore: http://www.easel.ly/ “Playtime”

  31. Reminders for students: • Keep it simple • An infographic shows highlights and summaries; it uses just enough information to make meaning • Sketch a rough draft first • Have a friend interpret the rough draft before you start digital work

  32. Wrap Up. . . • Bring back to content area • Reflection

  33. References • http://www.learnnc.org/lp/pages/675

  34. Homework • Matching infographics to text structures • Explore easel.ly

  35. Find IMAGE for poster • Sabrina – world geography • Maggie – Art • Lisa – Science • Gerald – Math • Kristen – Argument/Advertising • Jennifer – Immigration (Ellis Island) • Images (full size) to Lisa by May 15th – lantoniou40@gmail.com

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