Developing visual literacy competencies while learning course content through visual journaling: teacher candidate perspectives

Loerts, Terry; Belcher, Christina

doi:10.1080/1051144x.2018.1564603

Cited by 15 publications

(7 citation statements)

References 34 publications

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“…According to Loerts and Belcher (2019) visual literacy skills can help cultivate identity and emphasise an "active construction of knowledge" where learners become active practitioners, producing new knowledge, while drawing on their own references of meaning. In an ako-based classroom, both learner and educator bring their own interpretation of meaning to the discussion and both will inform the other (Kearney, 2020).…”

Section: Visual Literacy and Cultural Competencymentioning

confidence: 99%

Visual Literacy: More Than "A Pretty Picture"

Terry,

Richardson

2023

Scope (Learning and Teaching)

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Section: Visual Literacy and Cultural Competencymentioning

confidence: 99%

Visual Literacy: More Than "A Pretty Picture"

Terry,

Richardson

2023

Scope (Learning and Teaching)

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“…This research adds important understandings to fill in those gaps. Working with multimodal texts like visual journals can improve comprehension (Kędra & Žakevičiūtė, 2019), provide opportunities for critical reflection (Loerts & Belcher, 2019;La Jevic & Springgay, 2008), help with learning the metalanguage of multiliteracies (Serafini, 2017), and connect with diversity and cultural knowledge (Kalin et al, 2007;Kleinfeld, 2019). It can also assist in meaning making while enhancing memory (Kędra & Žakevičiūtė, 2019) and promote deeper text engagement through transmediation (Kleinfeld, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation

Loerts¹

2022

L & L

Self Cite

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This paper illustrates the findings from year three of a five-year research project where participants were asked to multimodally re-conceptualize their understandings about content and disciplinary literacy practices from a mandatory Bachelor of Education literacy course. Data collection includes transcribed interviews, professor feedback, in-class conversations with peers, multimodal artefacts, and participant notes taken during a gallery walk. Findings show that life experiences, transmediation processes, peer group sharing, and facility with modes and media contributed to deep understanding about multiliteracies practices, course content, and assessment techniques. Findings reveal that learning opportunities transcend disciplines, space, and time while enriching identity formation.

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“…While significant, these studies conceptualize visual reflection as pedagogical rather than as a visual literacy practice or experience. A noticeable exception is the work of Loerts and Belcher (2019), which explores the development of more complex views of literacy through visual journaling in an undergraduate education program. The study includes semistructured interviews with teacher candidates who report having experienced a broader sense of literacy through visual journaling.…”

Section: Visual Reflectionmentioning

confidence: 99%

“…Reflective visual journals combine reflection and visual expression in various media (Loerts & Belcher, 2019). They also promote critical and analytical skills while encouraging the articulation and development of students' voices (Hyland-Russell, 2013).…”

Section: Reflective Visual Journalsmentioning

confidence: 99%

Visual Literacy and Reflective Visual Journals

Guglietti¹

2022

Seeing Across Disciplines: The Book of Selected Readings 2022

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This paper explores the contribution of reflective visual journals to our understanding of visual literacy. The discussion is based on a phenomenographic analysis of 232 reflective visual journal entries and a thematic analysis of nine interviews with student participants in an undergraduate visual culture class. Reflective visual journals require students to reflect on, analyze, and produce their own images in response to their learning about visual culture. The paper calls for a systematic study of visual reflection as a visual literacy experience. It discusses “concept re-enactment,” a visual reflective practice that results in the performance of a concept or an argument. This practice complicates our assessment of visual literacy skills as concept re-enactment is not fully captured by students’ visual production. This study, therefore, argues that concept re-enactment reveals visual literacy as a multidimensional experience involving practices that are neither fully “visual” nor captured by the notion of visual competence.

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Developing visual literacy competencies while learning course content through visual journaling: teacher candidate perspectives

Cited by 15 publications

References 34 publications

Visual Literacy: More Than "A Pretty Picture"

Visual Literacy: More Than "A Pretty Picture"

“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation

Visual Literacy and Reflective Visual Journals

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