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Visual Literacy in the K12 Classroom of the 21st Century: From College Preparation to Finding One's Own Voice

Visual Literacy in the K12 Classroom of the 21st Century: From College Preparation to Finding One's Own Voice

Elizabeth Anderson, Maria D. Avgerinou, Stavi Dimas, Rhonda Robinson
Copyright: © 2021 |Pages: 25
ISBN13: 9781799877608|ISBN10: 1799877604|ISBN13 Softcover: 9781799877615|EISBN13: 9781799877622
DOI: 10.4018/978-1-7998-7760-8.ch005
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MLA

Anderson, Elizabeth, et al. "Visual Literacy in the K12 Classroom of the 21st Century: From College Preparation to Finding One's Own Voice." Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model, edited by Maria D. Avgerinou and Peggy Pelonis, IGI Global, 2021, pp. 84-108. https://doi.org/10.4018/978-1-7998-7760-8.ch005

APA

Anderson, E., Avgerinou, M. D., Dimas, S., & Robinson, R. (2021). Visual Literacy in the K12 Classroom of the 21st Century: From College Preparation to Finding One's Own Voice. In M. Avgerinou & P. Pelonis (Eds.), Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model (pp. 84-108). IGI Global. https://doi.org/10.4018/978-1-7998-7760-8.ch005

Chicago

Anderson, Elizabeth, et al. "Visual Literacy in the K12 Classroom of the 21st Century: From College Preparation to Finding One's Own Voice." In Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model, edited by Maria D. Avgerinou and Peggy Pelonis, 84-108. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7760-8.ch005

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Abstract

Visual literacy (VL) is considered among the essential literacies of the 21st century not only due to its significance to most subject areas and fields of knowledge, but also because without it we are the illiterati of today's visually saturated world, suffering any implications that come with this serious void. The chapter discusses the importance of the VL concept in education, and then focuses on illustrating it from the trenches through (a) the design and implementation of a VL course in a pre-service educational technology context presented by two academic colleagues and (b) the personal trajectory of an in-service teacher's experiences and observations in visual literacy within informal and formal educational settings.

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