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Teaching, Learning, and Visual Literacy
The Dual Role of Visual Representation


  • Date Published: October 2012
  • availability: Available
  • format: Hardback
  • isbn: 9780521119825

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About the Authors
  • Visual literacy is an increasingly critical skill in a globalizing, digital world. This book addresses the core issues concerning visual literacy in education, underscoring its importance for the instruction of students and educators. Professor Billie Eilam argues that the incorporation of visual skill development in teacher training programs will help break the cycle of visual illiteracy. Understanding the pedagogical benefits and risks of visual representation can help educators develop effective strategies to produce visually literate students. Eilam presents a broad overview of theoretical knowledge regarding visual representation, as well as a discussion of best practices for the use of visual elements in schools. In addition to theory, Eilam includes practical exercises for introducing visual literacy into teacher education, offering strategies for analyzing visualization in curricula and for increasing awareness of visual culture.

    • Offers a framework for introducing visual literacy into teacher education
    • Provides a schema for analyzing visual materials and curriculum
    • Includes a discussion of teaching and learning with visual materials at schools
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    Product details

    • Date Published: October 2012
    • format: Hardback
    • isbn: 9780521119825
    • length: 348 pages
    • dimensions: 229 x 150 x 28 mm
    • weight: 0.68kg
    • contains: 30 b/w illus. 4 tables
    • availability: Available
  • Table of Contents

    Preface. Part I. Introduction:
    1. Dualities of visual literacy: the double-faced Janus image
    Part II. The State of the Art in Visual Literacy among Teachers and Students in Schools and within Today's Visual Culture:
    2. A day in teachers' work: qualitative research and case illustrations on teaching and learning with VRs in today's schools
    3. Students' ideas about VRs over development
    4. Practising students' ideas about VRs and their uses
    5. The emergence of visual literacy and the global visual culture
    Part III. Teachers' Visual Literacy Programs: Rationales, Lacunae, and Planning:
    6. The rationale for implementing explicit visual education for teachers
    7. Integration of VRs into teacher education programs: past, present, and future
    Part IV. The Nature of VRs and their Impact on Learning:
    8. Some aspects of human perception that teachers should understand
    9. Symbolic language: signs and sign types
    10. Visual representations: types and characteristics
    11. Learning with representations and multimedia: affordances and constraints
    Part V. The Invisibility of VRs in Curriculum Materials:
    12. VRs' influences on curricular concepts and theories
    13. A comprehensive schema for analyzing MRCMs
    Part VI. A VR Curriculum Framework for Teacher Education:
    14. Innovations in teacher education
    15. Proposed curriculum framework
    16. Possible exercises and tasks
    Part VII. Epilogue:
    17. An image of the future: the visually literate teacher.

  • Author

    Billie Eilam, University of Haifa, Israel
    Billie Eilam is Head of the Department of Learning, Instruction, and Teacher Education at the University of Haifa, Israel. Professor Eilam's research focuses on cognitive aspects of visualization in teaching, learning and curriculum, particularly in the science domain, and on applying theories to authentic learning situations. She has co-authored several books in Hebrew on the subjects of ecology and inquiry skills, presents regularly at international educational conferences, and publishes widely in leading refereed journals including Learning and Instruction, The Learning Sciences, Curriculum Studies and Contemporary Educational Psychology. Her latest published work examines visualization in biology. Professor Eilam has been actively involved in education reform efforts throughout her career, serving as the Head of the Department of Teacher Education and guiding several grant-funded curriculum development projects.

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