The twenty-first century hosts a well-established global economy, where leaders are required to have increasingly complex skills that include creativity, innovation, vision, relatability, critical thinking and well-honed communications methods. The experience gained by learning to be visually literate includes the ability to see, observe, analyze,…

Describes two hours in the life of an eight-year-old to demonstrate that children acquire information and develop language skills from multiple sources. Argues that the conceptualization of literacy must be broadened from reading and writing skills to a definition that recognizes the layering of information and that includes all forms of the…

This study reviews historical thinking about visual literacy, addresses the issue of setting visual literacy's parameters, and provides a philosophy to link individual theories in this multidisciplinary movement. The report examines the roots of the visual literacy movement and the seminal literature in the field. It includes a categorizing of…

Many have tried to define the concept of visual literacy (VL), but so far there is no consensus. Reviews the literature to develop a definition of VL and explores the parameters of VL, the movement and its aims, its educational significance, and the potential benefits of teaching VL. (PEN)

A series of articles examines visual literacy from the perspectives of definition, research, curriculum, and resources. Articles examining the definition of visual literacy approach it in terms of semantics, techniques, and exploratory definition areas. There are surveys of present and potential research, and a discussion of the problem of…

Visualization as a factor of intelligence includes the mental manipulation of spatial configurations and has been associated with spatial abilities, creative thinking, and conceptual problem solving. There are numerous reports of scientists and mathematicians using visualization to anticipate transformation of the external world. Artists and…

Examines educational film and video as an affective or cognitive learning tool. Suggestions are given on how to select a film for a particular lesson; how to prepare students for viewing; how to structure a lesson including the language arts; and how students can be led to improved visual literacy though analysis of form and structure. (Author/KRN)