Turbo Charged Reading.: Teaching Visual Literacy Makes a Big Difference

How many stories does this photo tell?

Teaching Visual Literacy Makes a Big Difference

Would you add some thoughts about visual literacy, that is,

questioning the artist/illustrator in the same way we are questioning the author/text…

prior to analyzing the text.

Thank you.

I’ve been carrying this question around for a while, trying to think up a good answer.

On the one hand, I’ve never been a big fan of “visual literacy.”

It’s not that I’m insensitive to the idea that pictures have value (I subscribed to Playboy

for many years), but I’ve never been willing to put pictures on the same plane as the printed word.

I guess I’ve been afraid that teachers in the early grades would eschew the teaching of letters

and sounds—the tools needed to decode print, in favor of pictures and rhymes

and predictable forms (oh wait, that does happen).

But, as I said, pictures are important. They carry a lot of meaning. Think of the American flag

raising at Iwo Jima, Lee Harvey Oswald’s last moment, the napalmed girl in Vietnam

with her clothes burned away, the sailor kissing the nurse at the end of WWII,

the first clear x-ray pictures of DNA—or the unforgettable illustrations of Tenniel, Sendak, Carle,

or Potter. No, I accept that pictures definitely are worth attention.

And, I also concede that they require analysis. Graphics of various types raise issues of perspective, balance, texture, color, foregrounding, etc. Interpreting a graphic can be both

intellectually challenging and, when well analyzed, intellectually rewarding, too.

So, while I accept the importance and value of illustrations, I fear what might happen

if too much school time were devoted to interpreting them. (Ultimately, I’d rather read—

and I’d rather that students read—E.B. White than examine the drawings of Garth Williams).

But what about disciplinary literacy, Mr. Smarty Pants College Professor? You say that print

is most important, and, yet, in many disciplines the pictures are equal to the words. Right?

Actually, that is correct. In science the pictures and other graphic forms are considered

every bit as important as the prose English. This is because language is insufficient

to explain scientific phenomena, so the use of multiple representations

increases the possibility of accuracy and wide understanding.

Graphics matter a lot in social studies, too. Think of maps, but also the fascinating analyses

of the meanings of contemporaneous photographs and political cartoons.

In literature, graphic elements haven’t as clear a role, and yet pictures are extremely important

in children’s literature, and the “graphic novel” illustrations carry a lot of meaning for all readers.

Recently, I was teaching science to a group of high school seniors and I had them

comparing the illustrations and text statements from their anatomy textbook.

It was a fascinating exercise. For me and the kids.

About half indicated that they normally just read the text and possibly glanced cursorily

at the illustrations at the end. They were surprised by how much they were missing out on.

Three of the students said the words tended to confuse them,

so they only looked at the pictures despite the reading assignments.

Having to compare words and pictures made a big difference to them, too.

We all learned that day how critical it was to closely compare the illustrations and the text,

and how rare such teaching is. The Common Core State Standards require such teaching,

but it gets little attention. Let's face it, I'm not the only reading guy with a bias against the pictures, and our kids have suffered from it. We definitely need to teach kids to read both words

and pictures--in close connection with each other.

http://www.shanahanonliteracy.com/