Pub Date : 2019-05-20DOI: 10.1080/1051144X.2019.1611699
A. Friedman
Abstract In today’s political and rhetorical landscape, many politicians use Twitter as their communication platform of choice. President Donald Trump is one of the best-known Twitter users. The media often analyze Trump’s tweets, and several artists have attempted to interpret them through visualizations. One of the leading visual artists to do so is Erin Gallagher. During the presidency of George W. Bush, visualization was also used to interpret political messages, specifically in work by Mark Lombardi. As controversy surrounding social media’s truthfulness has escalated, it seems useful to consider how visual uncertainty has been treated in work by Lombardi and Gallagher. This study asks the following questions: What do these the two leading approaches to visual uncertainty contribute to an examination of works by Erin Gallagher and Mark Lombardi? What does a theoretical analysis reveal about common design features in the work of these artists? The comparison undertaken here shows that, regarding visual precision and credibility, it is difficult to evaluate Gallagher’s work. Future studies should examine whether visual grammar theory can add more insight into these artists’ visual arguments.
{"title":"Visual uncertainty models through the political lens of the visual arts in the eras of Bush and Trump","authors":"A. Friedman","doi":"10.1080/1051144X.2019.1611699","DOIUrl":"https://doi.org/10.1080/1051144X.2019.1611699","url":null,"abstract":"Abstract In today’s political and rhetorical landscape, many politicians use Twitter as their communication platform of choice. President Donald Trump is one of the best-known Twitter users. The media often analyze Trump’s tweets, and several artists have attempted to interpret them through visualizations. One of the leading visual artists to do so is Erin Gallagher. During the presidency of George W. Bush, visualization was also used to interpret political messages, specifically in work by Mark Lombardi. As controversy surrounding social media’s truthfulness has escalated, it seems useful to consider how visual uncertainty has been treated in work by Lombardi and Gallagher. This study asks the following questions: What do these the two leading approaches to visual uncertainty contribute to an examination of works by Erin Gallagher and Mark Lombardi? What does a theoretical analysis reveal about common design features in the work of these artists? The comparison undertaken here shows that, regarding visual precision and credibility, it is difficult to evaluate Gallagher’s work. Future studies should examine whether visual grammar theory can add more insight into these artists’ visual arguments.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"324 - 334"},"PeriodicalIF":0.0,"publicationDate":"2019-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2019.1611699","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44015606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-16DOI: 10.1080/1051144X.2019.1611702
Daibao Guo, Wendi K. Zimmer, S. Matthews, Erin M. McTigue
Abstract Situated on the overlap between visual literacy and content area literacy, we conducted a systematic literature review regarding the impact of visuals for learning in K-12 content area classrooms. The purpose was to critically analyse the methodological rigor of this research base and provide direction for future research. Additionally, we provide a pragmatic update to a methodological quality screening tool and apply it for visual literacy research. In this manuscript, we present the detailed coding procedure and data analysis: We screened 1693 articles that yielded an initial corpus of 88 articles which were evaluated with methodological quality indicators. This process yielded a final set of 44 articles. Finally, we synthesized the methodological weakness and highlight exemplars of methodological strengths as models for future research. Finally, we conclude with additional recommendations for rigorous future research.
{"title":"Critical analysis of research on the impact of visual literacy for learning: strengths, weaknesses and recommendations for improvement","authors":"Daibao Guo, Wendi K. Zimmer, S. Matthews, Erin M. McTigue","doi":"10.1080/1051144X.2019.1611702","DOIUrl":"https://doi.org/10.1080/1051144X.2019.1611702","url":null,"abstract":"Abstract Situated on the overlap between visual literacy and content area literacy, we conducted a systematic literature review regarding the impact of visuals for learning in K-12 content area classrooms. The purpose was to critically analyse the methodological rigor of this research base and provide direction for future research. Additionally, we provide a pragmatic update to a methodological quality screening tool and apply it for visual literacy research. In this manuscript, we present the detailed coding procedure and data analysis: We screened 1693 articles that yielded an initial corpus of 88 articles which were evaluated with methodological quality indicators. This process yielded a final set of 44 articles. Finally, we synthesized the methodological weakness and highlight exemplars of methodological strengths as models for future research. Finally, we conclude with additional recommendations for rigorous future research.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"181 - 198"},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2019.1611702","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47784950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-16DOI: 10.1080/1051144X.2019.1611700
Cynthia Reyes, P. Bishop
Abstract Since middle school is a critical time for literacy learning in general and comprehension in particular, educators are left to ponder how best to teach these students. In addition, what role might student perception of reading strategies through visual depictions have in order to help teachers decide how best to guide their students with challenging reading. In this conceptual piece, questions that guided our research were, What can we learn from students about the strategies they use to read challenging texts? and How do these strategies challenge adult norms of what constitutes strategic reading for young adolescents? We collected and analysed 332 seventh grade student drawings that depicted how students approached difficult text, identifying types of reading strategies. We used Mokhtari and Reichard’s framework of Support, Problem-Solving and Global reading strategies as a holistic and analytic lens to group the codes where appropriate. Findings revealed students’ heavy reliance on support and problem-solving strategies, in contrast to relatively few global strategies, suggesting a need for educators to teach global strategies skills more often and directly. Unexpected findings further revealed a visually powerful alternative response, which suggest that educators should consider how to manage more affective reactions to challenging text.
{"title":"What visualising strategic reading means for young adolescents","authors":"Cynthia Reyes, P. Bishop","doi":"10.1080/1051144X.2019.1611700","DOIUrl":"https://doi.org/10.1080/1051144X.2019.1611700","url":null,"abstract":"Abstract Since middle school is a critical time for literacy learning in general and comprehension in particular, educators are left to ponder how best to teach these students. In addition, what role might student perception of reading strategies through visual depictions have in order to help teachers decide how best to guide their students with challenging reading. In this conceptual piece, questions that guided our research were, What can we learn from students about the strategies they use to read challenging texts? and How do these strategies challenge adult norms of what constitutes strategic reading for young adolescents? We collected and analysed 332 seventh grade student drawings that depicted how students approached difficult text, identifying types of reading strategies. We used Mokhtari and Reichard’s framework of Support, Problem-Solving and Global reading strategies as a holistic and analytic lens to group the codes where appropriate. Findings revealed students’ heavy reliance on support and problem-solving strategies, in contrast to relatively few global strategies, suggesting a need for educators to teach global strategies skills more often and directly. Unexpected findings further revealed a visually powerful alternative response, which suggest that educators should consider how to manage more affective reactions to challenging text.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"262 - 284"},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2019.1611700","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48511617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-16DOI: 10.1080/1051144X.2019.1611696
J. McDougall
Abstract This article shares the findings of a visual literacy project with museum curators and film educators. The research explores the mediation of social history and politics, the interplay of personal and professional curation and the role of reflexive visual literacy in understanding mediated identities. The project connected three museums around Comrades, the Bill Douglas film about the Tolpuddle Martyrs. First, this article explores the relationship between Comrades as a film text, the curation of the director’s collection of magic lanterns and other optical artefacts, the situating of a lanternist as pivotal to the representation of social history in the film and the different curations of this social history in the museums in Exeter, Tolpuddle and Dorchester. Second, it shares the findings of a visual literacy fieldwork intervention, where films were used by the three museum curators and a film academics’ network to ‘map’ their mediated identities and curational practices with a particular focus on personal and professional transformations.
{"title":"Comrades and curators","authors":"J. McDougall","doi":"10.1080/1051144X.2019.1611696","DOIUrl":"https://doi.org/10.1080/1051144X.2019.1611696","url":null,"abstract":"Abstract This article shares the findings of a visual literacy project with museum curators and film educators. The research explores the mediation of social history and politics, the interplay of personal and professional curation and the role of reflexive visual literacy in understanding mediated identities. The project connected three museums around Comrades, the Bill Douglas film about the Tolpuddle Martyrs. First, this article explores the relationship between Comrades as a film text, the curation of the director’s collection of magic lanterns and other optical artefacts, the situating of a lanternist as pivotal to the representation of social history in the film and the different curations of this social history in the museums in Exeter, Tolpuddle and Dorchester. Second, it shares the findings of a visual literacy fieldwork intervention, where films were used by the three museum curators and a film academics’ network to ‘map’ their mediated identities and curational practices with a particular focus on personal and professional transformations.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"245 - 261"},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2019.1611696","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46058595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-13DOI: 10.1080/1051144X.2019.1611697
Ilias Karasavvvidis
Abstract While multimodal composing has been systematically explored, there is hardly any research on how undergraduates use video and audio effects to communicate meanings. Effects are important because they facilitate the semiotic sculpting of the source visual and aural elements, making accessible an extra layer of semiotic potential. The present study examined how a cohort of student teachers appropriated and used effects in crafting multimodal messages. Seventy undergraduate students attended an introductory course on digital media and were assigned to create a short digital video. The analysis of the video artefacts that were submitted indicated that there was large variation in the number of semiotic resources used. The students employed a wide range of effects but video and audio transitions accounted for approximately half of all effects used. The focus on content rather than form indicates that the semiotic potential of effects was largely untapped. While the number of effects used was not correlated with the quality of the video projects, the qualitative analysis indicated that the effects used in the high-rated video projects had a substantial impact on the source visuals. The paper is concluded with a discussion of these findings and directions for future research.
{"title":"Students’ use of digital video effects in multimodal compositions: an exploratory study","authors":"Ilias Karasavvvidis","doi":"10.1080/1051144X.2019.1611697","DOIUrl":"https://doi.org/10.1080/1051144X.2019.1611697","url":null,"abstract":"Abstract While multimodal composing has been systematically explored, there is hardly any research on how undergraduates use video and audio effects to communicate meanings. Effects are important because they facilitate the semiotic sculpting of the source visual and aural elements, making accessible an extra layer of semiotic potential. The present study examined how a cohort of student teachers appropriated and used effects in crafting multimodal messages. Seventy undergraduate students attended an introductory course on digital media and were assigned to create a short digital video. The analysis of the video artefacts that were submitted indicated that there was large variation in the number of semiotic resources used. The students employed a wide range of effects but video and audio transitions accounted for approximately half of all effects used. The focus on content rather than form indicates that the semiotic potential of effects was largely untapped. While the number of effects used was not correlated with the quality of the video projects, the qualitative analysis indicated that the effects used in the high-rated video projects had a substantial impact on the source visuals. The paper is concluded with a discussion of these findings and directions for future research.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"221 - 244"},"PeriodicalIF":0.0,"publicationDate":"2019-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2019.1611697","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47448288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-13DOI: 10.1080/1051144X.2019.1611701
Soojin Kim, Sun-Young Park
Abstract Metaphors, one of the attractive strategies in communication, can have a significant impact visually and verbally on the persuasion of targeted consumers. The current study investigates the interaction effects when using pictorial and verbal metaphors in ads on consumers’ attitude toward the ad, the brand, and purchase intention while considering the moderating effect of individuals’ differences in need for cognition (NFC). Experimental results indicate the reciprocal impact of metaphor in both image and copy in ads under different combination-conditions considering the individual differences in information processing (i.e. NFC) with low-involvement products. Furthermore, the results highlight a significant three-way interaction effect on the consumers’ attitudes toward the ad and the brand with the individuals’ differences in the NFC. The findings illustrate the effective combination and the optimisation of visual and verbal metaphors in order to enhance the ad effects with metaphors. The implications and limitations are discussed.
{"title":"The reciprocal impact of both visual and verbal metaphors in advertisements: the moderating role of need for cognition","authors":"Soojin Kim, Sun-Young Park","doi":"10.1080/1051144X.2019.1611701","DOIUrl":"https://doi.org/10.1080/1051144X.2019.1611701","url":null,"abstract":"Abstract Metaphors, one of the attractive strategies in communication, can have a significant impact visually and verbally on the persuasion of targeted consumers. The current study investigates the interaction effects when using pictorial and verbal metaphors in ads on consumers’ attitude toward the ad, the brand, and purchase intention while considering the moderating effect of individuals’ differences in need for cognition (NFC). Experimental results indicate the reciprocal impact of metaphor in both image and copy in ads under different combination-conditions considering the individual differences in information processing (i.e. NFC) with low-involvement products. Furthermore, the results highlight a significant three-way interaction effect on the consumers’ attitudes toward the ad and the brand with the individuals’ differences in the NFC. The findings illustrate the effective combination and the optimisation of visual and verbal metaphors in order to enhance the ad effects with metaphors. The implications and limitations are discussed.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"305 - 323"},"PeriodicalIF":0.0,"publicationDate":"2019-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2019.1611701","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48053811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-03DOI: 10.1080/1051144X.2018.1564603
Terry Loerts, C. Belcher
Abstract As modes of language have changed to incorporate more robust multiliteracies, thoughtful interactions are required for teaching and learning within higher education. This qualitative case study considers how new methods of instruction are perceived in higher education through the inclusion of academic visual journals over two semesters of required literacy courses in a Bachelor of Education program in Ontario, Canada. Interviews, transcriptions of in-class dialogue, visual journal artefacts and researcher observations were used to elucidate findings which were disseminated using a Modified Constant Comparative (MCC) method of analysis. The results show how participants move from previous dependence on dominant modes of communication, such as reading and writing, to experiment with different modes of communication. Along the way, participants discover how to envision new ways of thinking about creativity, ownership, reflection and assessment. They also realize expanded communication options, who they are as learners, and the power of transmediation as reflective practice for learning deeply about course content. The results suggest that this embodied practice of academic visual journaling is significant for legitimizing new discourses surrounding visual literacy practices in higher education.
{"title":"Developing visual literacy competencies while learning course content through visual journaling: teacher candidate perspectives","authors":"Terry Loerts, C. Belcher","doi":"10.1080/1051144X.2018.1564603","DOIUrl":"https://doi.org/10.1080/1051144X.2018.1564603","url":null,"abstract":"Abstract As modes of language have changed to incorporate more robust multiliteracies, thoughtful interactions are required for teaching and learning within higher education. This qualitative case study considers how new methods of instruction are perceived in higher education through the inclusion of academic visual journals over two semesters of required literacy courses in a Bachelor of Education program in Ontario, Canada. Interviews, transcriptions of in-class dialogue, visual journal artefacts and researcher observations were used to elucidate findings which were disseminated using a Modified Constant Comparative (MCC) method of analysis. The results show how participants move from previous dependence on dominant modes of communication, such as reading and writing, to experiment with different modes of communication. Along the way, participants discover how to envision new ways of thinking about creativity, ownership, reflection and assessment. They also realize expanded communication options, who they are as learners, and the power of transmediation as reflective practice for learning deeply about course content. The results suggest that this embodied practice of academic visual journaling is significant for legitimizing new discourses surrounding visual literacy practices in higher education.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"46 - 65"},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2018.1564603","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49287809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-03DOI: 10.1080/1051144X.2019.1567071
Choon-Lee Chai
Abstract In this photo elicitation assignment, each student must take, select, and interpret a picture about a social issue that he/she has learned about in class. The student must then craft either a sensory poem, or answer the SHOWeD questions as designed by Shaffer and modified by Wang, which facilitates the student’s interpretation of the picture. As a teaching tool, photo elicitation offers a range of pedagogical values; it enables visualization of students’ everyday experiences, elicits personal meaning and emotion, promotes real-life and active learning, engenders critical consciousness, and enhances the visual literacy of students in terms of their visual “writing” and “thinking” skills.
{"title":"Enhancing visual literacy of students through photo elicitation","authors":"Choon-Lee Chai","doi":"10.1080/1051144X.2019.1567071","DOIUrl":"https://doi.org/10.1080/1051144X.2019.1567071","url":null,"abstract":"Abstract In this photo elicitation assignment, each student must take, select, and interpret a picture about a social issue that he/she has learned about in class. The student must then craft either a sensory poem, or answer the SHOWeD questions as designed by Shaffer and modified by Wang, which facilitates the student’s interpretation of the picture. As a teaching tool, photo elicitation offers a range of pedagogical values; it enables visualization of students’ everyday experiences, elicits personal meaning and emotion, promotes real-life and active learning, engenders critical consciousness, and enhances the visual literacy of students in terms of their visual “writing” and “thinking” skills.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"120 - 129"},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2019.1567071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47461767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-03DOI: 10.1080/1051144X.2019.1567072
Vered Heruti
Abstract This article presents a pedagogical–visual process developed in a traditional frontal-format course with a multi-identity group of students set in a large lecture hall. It examines an assignment that required students to analyze a meaningful personal photograph and connate it culturally, while internalizing visual general patterns utilizing a sharing digital forum. This activity promotes combining visual theories with relevant introspective self-expression, emphasizing multi-identities. One can relate this utilization of visual tools to Paulo Freire's approach to dialogic pedagogy, which emphasizes the relevance to learners and the shift between the personal and the cultural, helping to confront the heterogeneity of the class.
{"title":"Reading personal photographs: a case study at an Israeli art college on multiple identities","authors":"Vered Heruti","doi":"10.1080/1051144X.2019.1567072","DOIUrl":"https://doi.org/10.1080/1051144X.2019.1567072","url":null,"abstract":"Abstract This article presents a pedagogical–visual process developed in a traditional frontal-format course with a multi-identity group of students set in a large lecture hall. It examines an assignment that required students to analyze a meaningful personal photograph and connate it culturally, while internalizing visual general patterns utilizing a sharing digital forum. This activity promotes combining visual theories with relevant introspective self-expression, emphasizing multi-identities. One can relate this utilization of visual tools to Paulo Freire's approach to dialogic pedagogy, which emphasizes the relevance to learners and the shift between the personal and the cultural, helping to confront the heterogeneity of the class.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"38 1","pages":"130 - 141"},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1051144X.2019.1567072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43302318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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