Challenges television research which presents an overly critical view of the effects of television viewing on its audience. (JJD)

Discusses the value of making students visually literate. Stresses the technique of visual rehearsal and offers suggestions for incorporating visual rehearsal activities into the classroom. (FL)

Employs the metaphor of verbal language to explore the elements which make up the alphabet, grammar, and vocabulary of visual language, with special emphasis on medical illustrations. Form, line, mass, the role of light, perspective, and visual perception are discussed; nine figures and five references are included. (JL)

Provides topics and activities by which English teachers can make their students visually literate and capable of critical television viewing. (RL)

Explores the association of various disciplines with visual literacy and develops a definition of the term that can be used for theory development. (FL)

In an interview, designer and filmmaker Saul Bass discusses the nature of creativity and the creative process and his work in the visual arts and their implications for education. (HTH)

The author urges art educators to contribute to holistic education by emphasizing the unique and alternative modes of thinking and acting which are intrinsic to visual arts. He presents two exercises to help students develop a perceptual rather than conceptual or linguistic mode. (Author/SJL)

Considers whether linguistic models can be used to examine how information is structured in the screen media. Highlights differences between language and screen media that make the transference difficult. Raises interesting questions about media literacy and whether screen media may have important perceptual and cognitive effects. (JMF)

Presents a checklist which can be used in the development of materials and activities to develop visual abilities; and includes a visual preference survey designed to provide data needed in responding to some of the checklist items, especially those related to learner abilities and preferences. (CMV)

The results of three experiments showed that: (1) children from 20 to 32 months of age are able to identify basic-level, conceptual, and complementary relationships; (2) objects are responded to more effectively than pictures; and (3) both perceptual and verbal-symbolic processes are important in matching and identifying stimuli. (JMB)

Describes some of the work of two members of the Half Moon Photography Workshop Collective, an independent London gallery committed to showing social and documentary photography. Examines The Workshop's major aim of promoting interest in the use of photography as a critical educational tool. (MH)

The message we can get from McLuhan is to use the visual communication that conveys its own message, as in the case of advertising arts. (HOD)

Visual information is not yet in common usage among librarians. It is hoped that the term will be adopted by the information profession at large as new areas of research develop which depend largely on nonverbal documents. A decision must be made as to which forms of visual information will be needed for--scholarly and scientific use. (Author/AP)

In becoming visually literate, children discover that much of what comes before the text in a picture book sets mood and provides background information. Examines front matter, a design element of picture books including half-title page, frontispiece, title page, dedication page, and blank leaves. Highlights illustrations from six children's…