2017
DOI: 10.1002/trtr.1580
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Considering Visual Text Complexity: A Guide for Teachers

Abstract: Twenty‐first century literacy requires students to analyze and create images for communication across and within academic disciplines. Thus, literacy teachers are now responsible for supporting students as they engage with visual texts. We must carefully and intentionally choose images for teaching practice and consider the reader, instructional task, and visual text complexity. This teaching tip offers support for teachers making decisions about what images to embed in their practice and includes a scale to i… Show more

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Cited by 10 publications
(8 citation statements)
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“…15 For the evaluation of visual text complexity generated during the information transfer, Fisher and Frey's (2014) scale has been accepted with a more complex, complex and less complex level. Each level is recognized through four categories: meaning and purpose (density, symbolism, purpose); structure (visual medium, compositional features and supplemental information); language conventionality and clarity (register) and finally, knowledge demands (prior and background information) (as cited in Cappello, 2017). The visual text complexity is analysed in the context of the receiver or user and the specific tasks.…”
Section: Resultsmentioning
confidence: 99%
“…15 For the evaluation of visual text complexity generated during the information transfer, Fisher and Frey's (2014) scale has been accepted with a more complex, complex and less complex level. Each level is recognized through four categories: meaning and purpose (density, symbolism, purpose); structure (visual medium, compositional features and supplemental information); language conventionality and clarity (register) and finally, knowledge demands (prior and background information) (as cited in Cappello, 2017). The visual text complexity is analysed in the context of the receiver or user and the specific tasks.…”
Section: Resultsmentioning
confidence: 99%
“…Son varios los autores que señalan la importancia de analizar la imagen en los libros de texto en la etapa de Primaria (Bienmi, 2015;Hamodi, 2014;López-Manjón, & Postigo, 2016;Martínez, 2013;Menescardi, Estevan, Ros, & Moya-Mata, 2017;Sleeter, & Grant, 2011). En esta línea, Cappello (2017) sugiere analizar la imagen y la DEPORTE, 24, 2022, 92-116 ISSN: 1989 descodificación de su significado como una estrategia esencial para el aprendizaje y el conocimiento del alumnado de cualquier etapa educativa. Esto serviría igualmente para el alumnado de Educación Primaria (de entre 6 y 12 años) que es un destinatario vulnerable, sensible a mensajes emotivos y escasamente racionales (Méndiz, 2005).…”
Section: El Análisis De Las Imágenesunclassified
“…Los discentes creen que las situaciones representadas en dichas imágenes se corresponden totalmente con lo acontecido en el pasado histórico. Todo ello, a su vez, impide una aproximación a la lectura interpretativa o contextualizada de los recursos (Seixas, 2015;Cooper, 2012) y, en definitiva, a adoptar una actitud crítica ante la información que transmiten (Cappello, 2017).…”
Section: Discusión Conclusiones E Implicacionesunclassified
“…Como destaca Cappello (2017), estudiar el papel de la imagen y la descodificación de su significado supone una estrategia esencial para el aprendizaje y el conocimiento del alumnado de cualquier etapa educativa, ya sean imágenes estáticas o dinámicas (en movimiento). Pese a los rasgos que comparten ambas, existen diferencias evidentes entre estos dos grandes grupos de representaciones, de forma que la investigación actual continúa explorando los factores que intervienen cuando son utilizadas en situaciones de enseñanza (Stebner, Kühl, Höffler, Wirth, & Ayres, 2017).…”
Section: Introductionunclassified