Advertisement

Visual Language, Visual Literacy: Education à la Modes

  • Dawnene D. Hassett
Chapter
  • 795 Downloads

Abstract

I am writing about visual literacy and visual texts, and in doing so, I will share with you examples of children’s ‘picturebooks’ where alphabetic print is no longer the primary carrier of meaning and where images and print often are symbiotic. Like Sipe and Pantaleo (2008), Arizpe and Styles (2003, p. 38), or Nikolajeva and Scott (2000), among others, I use the compound word picturebook to indicate my focus on how linguistic and image-based texts seamlessly integrate words and pictures. These books have various modes that carry meaning, and they may inspire children to use additional modes along with the picturebook to enhance meaning or even create new meaning. Examples of modes include speech, image, music, movement, facial expressions, colour, size, texture, and so forth. Bezemer and Kress (2008) define mode as a ‘socially and culturally shaped resource for meaning making’ (p. 171), and Serafini (2014) defines it as a ‘system of visual and verbal entities within or across various cultures to represent or express meaning’ (p. 12). These are just two definitions, but each implies in its own way that a mode operates within social and cultural understandings of possible ways to make sense. In other words, whatever the mode is (image, typography, colour), and whatever that mode signals or references, it is interpreted through socio-cultural lenses.

Keywords

Reading Comprehension Visual Language Visual Literacy Common Core State Standard Visual Text 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. ALA [American Library Association]. (2014). ACRL Visual Literacy Competency Standards for Higher Education. Retrieved August 25, 2014. http://www.ala.org/acrl/standards/visualliteracy
  2. Arizpe, E., & Styles, M. (2003). Children Reading Pictures: Interpreting Visual Texts. London & New York: Routledge Falmer.Google Scholar
  3. Bader, B. (1976). American Picturebooks: From ‘Noah’s Ark’ to ‘The Beast Within’. New York: Macmillan.Google Scholar
  4. Bamford, A. (2003). The Visual Literacy White Paper. UK: Adobe Systems Incorporated, 28.Google Scholar
  5. Baudrillard, J. (1995). Simulacra and Simulation (S. F. Glaser, Trans.). Ann Arbor: University of Michigan Press.Google Scholar
  6. Bezemer, J., & Kress, G. (2008). Writing in Multimodal Texts: A Social Semiotic Account of Designs for Learning. Written Communication, 25(2), 166–195.CrossRefGoogle Scholar
  7. Center for Visual Literacy (2014). Common Core State Standards Related to Visual Literacy, online. http://www.vislit.org/common-core-visual-literacy/
  8. Chandler, D. (2002). Semiotics: The Basics. London & New York: Routledge.CrossRefGoogle Scholar
  9. Debes, J. L. (1968). Some Foundations for Visual Literacy. Audiovisual Instruction, 13, 961–964.Google Scholar
  10. Dresang, E. T. (1999). Radical Change: Books for Youth in a Digital Age. New York: H.W. Wilson Co.Google Scholar
  11. Fanelli, S. (1995). My Map Book. New York: HarperFestival.Google Scholar
  12. Fransecky, R. B., & Debes, J. L. (1972). Visual Literacy: A Way to Learn, a Way to Teach. Washington, DC: AECT Publications.Google Scholar
  13. Goodman, K. (2006). The Truth about DIBELS: What It Is — What It Does. Portsmouth, NH: Heinemann.Google Scholar
  14. Gravett, E. (2007). Meerkat Mail (1st U.S. ed.). New York: Simon & Schuster Books for Young Readers.Google Scholar
  15. Halliday, M. A. K. (1978). Language as a Social Semiotic: The Social Interpretation of Language and Meaning. PA: University Park Press.Google Scholar
  16. Hassett, D. D. (2006). Technological Difficulties: A Theoretical Frame for Understanding the Non-relativistic Permanence of Traditional Print Literacy in Elementary Education. Journal of Curriculum Studies, 38(2), 135–159.CrossRefGoogle Scholar
  17. Hassett, D. D. (2008). Teacher Flexibility and Judgment: A Multidynamic Literacy Theory. Journal of Early Childhood Literacy, 8(3), 295.CrossRefGoogle Scholar
  18. Hassett, D. D. (2010a). New Literacies in the Elementary Classroom: The Instructional Dynamics of Visual-Texts. In K. Hall, U. Goswami, C. Harrison, S. Ellis, & J. Soler (Eds), Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy (pp. 87–100). New York: Routledge.Google Scholar
  19. Hassett, D. D. (2010b). Technologies and Truth Games: Research as Dynamic Method. Language Arts, 87(6), 457–464.Google Scholar
  20. Hassett, D. D., & Curwood, J. S. (2009). Theories and Practices of Multimodal Education: The Instructional Dynamics of Picturebooks and Primary Classrooms. Reading Teacher, 63(4), 270–282.CrossRefGoogle Scholar
  21. Hassett, D. D., & Schieble, M. B. (2007). Finding Space and Time for the Visual in K-12 Literacy Instruction. English Journal, 97(1), 62–68.CrossRefGoogle Scholar
  22. Hodge, R., & Kress, G. (1988). Social Semiotics (1st ed.). Ithaca, NY: Cornell University Press.Google Scholar
  23. Horn, R. E. (2001). Visual Language and Converging Technologies in the Next 10–15 Years (and beyond). Presented at the National Science Foundation Conference on Converging Technologies (Nano-Bio-Info-Cogno) for Improving Human Performance, Stanford, CA.Google Scholar
  24. Joyce, W. (2012). The Fantastic Flying Books of Mr. Morris Lessmore. New York: MoonBot Books.Google Scholar
  25. Keller, L. (2003). Arnie the Doughnut. New York: Holt.Google Scholar
  26. Klausmeier, J. (2013). Open This Little Book. San Francisco, CA: Chronicle Books.Google Scholar
  27. Kress, G., & van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold.Google Scholar
  28. Kress, G., & van Leeuwen, T. (2006). Reading Images: The Grammar of Visual Design (2nd ed.). New York: Routledge.Google Scholar
  29. Ljungkvist, L. (2007). Follow the Line through the House. New York: Viking, Penguin.Google Scholar
  30. Loud Crow Interactive. (2011). PopOut! The Tale of Peter Rabbit. Retrieved August 26, 2014. https://itunes.apple.com/us/app/popout!-tale-peter-rabbit/id397864713?mt=8
  31. Lyotard, J.-F. (1984). The Postmodern Condition: A Report on Knowledge (1st ed.). Minneapolis: University of Minnesota Press.Google Scholar
  32. Nikolajeva, M., & Scott, C. (2000). How Picturebooks Work. Garland Publishing.Google Scholar
  33. Nodelman, P. (1988). Words about Pictures: The Narrative Art of Children’s Picturebooks. Athens: University of Georgia Press.Google Scholar
  34. Potter, B. (1902). The Tale of Peter Rabbit. New York: Frederick War Co./Penguin Group.Google Scholar
  35. RAND Reading Study Group. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. Retrieved November 14, 2008. http://www.rand.org/content/dam/rand/pubs/monograph_reports/2005/MR1465.pdf
  36. Rosenblatt, L. M. (1994). The Reader, the Text, the Poem: The Transactional Theory of the Literary Work. Carbondale: Southern Illinois University Press.Google Scholar
  37. Rosenblatt, L. M. (1995). Literature as Exploration. New York: Modern Language Association of America.Google Scholar
  38. Rosenblatt, L. M. (2005). Making Meaning with Texts: Selected Essays. Portsmouth, NH: Heinemann.Google Scholar
  39. Saussure, F. de. (1998). Course in General Linguistics (Reprint ed.). LaSalle, Ill: Open Court.Google Scholar
  40. Saussure, F. de. (2006). Writings in General Linguistics. New York: Oxford University Press.Google Scholar
  41. Serafini, F. (2014). Reading the Visual: An Introduction to Teaching Multimodal Literacy. New York: Teachers College Press.Google Scholar
  42. Sidman, J. (2006). Meow Ruff. Boston: Houghton Mifflin.Google Scholar
  43. Siegel, M. G., & Carey, R. F. (1989). Critical Thinking a Semiotic Perspective. Bloomington, Ind: ERIC Clearinghouse on Reading and Communication Skills, Smith Research Center, Indiana University.Google Scholar
  44. Sipe, L. R., & Pantaleo, S. (2008). Postmodern Picturebooks: Play, Parody, and Self-Referentiality. New York: Routledge.Google Scholar
  45. Slate, J., & Fleischer-Camp, D. (2011). Marcel the Shell with Shoes On: Things About Me. New York: Razorbill.Google Scholar
  46. Smagorinsky, P. (2001). If Meaning Is Constructed, What Is It Made From? Toward a Cultural Theory of Reading. Review of Educational Research, 71(1), 133–169.CrossRefGoogle Scholar
  47. Thibault, P. J. (1991). Grammar, Technocracy, and the Noun: Technocratic Values and Cognitive Linguistics. In E. Ventola (Ed.), Functional and Systemic Linguistics: Approaches and Uses (Vol. Studies and monographs 55, pp. 281–305). New York: Moutin de Gruyter.Google Scholar
  48. Willems, M. (2010). We Are in a Book! New York: Disney-Hyperion.Google Scholar

Copyright information

© Dawnene D. Hassett 2016

Authors and Affiliations

  • Dawnene D. Hassett

There are no affiliations available

Personalised recommendations