Emojis . . . avatars . . . icons . . . Our world is becoming increasingly reliant on visual communication. Yet our classrooms still heavily focus on traditional oral and written instruction. In this first-of-its-kind resource, Dr. Susan Daniels channels over twenty years of research and experience into a comprehensive guide of visual learning…

Advocates instruction in drawing for journalists to promote functional visual literacy. Argues that journalists comfortable with basic drawing will write more vividly, handle layout problems better, and have better relationships with artists and photographers than journalists not comfortable with basic drawing. Offers instructional objectives and…

Examines how visual literacy (the ability to interpret the visual images of advertisements, illustrations, television, and other visual media) can promote creative and analytic thinking. Provides several instructional strategies to teach visual literacy through book illustrations. Notes that visual literacy is essential in a world increasingly…

Cortical blindness is defined and its diagnosis is explained. Guidelines and sample activities are presented for use in a cognitive/visual/multi-sensory stimulation program to produce progress in cortically blind infants. The importance of using the eyes from birth through early development in order to form the nerve pathways responsible for…

Presents activities to help teachers address the needs and behaviors of students raised on television; includes resources to help teachers use television productively in the classroom, a send-home reproducible on children and television violence, and notes on an interview with Shari Lewis and television tips for primary students. (SM)

The articles in this journal issue provide a rationale and methods for enhancing students' critical awareness of visual media and for a process approach to composition instruction. The titles of the articles and their authors are as follows: (1) "Reel English: Film Study in the High Schools" (James Griswold); (2) "Introducing History Media"…

This study was designed to answer the following questions relative to social science fair projects: (1) To what extent were instructional media techniques utilized in the project display? (2) To what extent did teachers assist students with topic selection for the projects? (3) To what extent were the teachers and media specialists involved with…