Dunn, Deborah_EdTEC665_Spring2014,Discussion1ew Glog

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Dunn, Deborah_EdTEC665_Spring2014,Discussion1ew Glog

Visual & Digital Literacy

Classroom Implications

Visual and Digital media are 21st century tools often used for effective and efficient mean of communication. Lynell Burmark explains that comprehension and memory of a topic can be increased simply by pairing images and text. This is called “dual-coding”. (Burmark) Burmark goes on to give statistics to why; “Nerve cells devoted to visual processing account for about 30% of the brain’s cortex…compared to 3% for hearing.” Add audio to the images and text and you utilize even more brain capacity; digital media is a tool to achieve this. Visual and digital media, when used effectively, offer opportunities to reach many of Gardner’s Multiple Intelligences, while at the same time offering opportunities for higher level thinking (Bloom’s Taxonomy) and authentic learning experiences. The definition of Visual and Digital media literacy has been explained by handfuls of authors. It is an “umbrella concept…characterized by a diversity of perspectives and a multitude of definitions.” (Koltay, 2011) When comparing and integrating all of these definitions together a common thread of terms evolves: Visual and Digital literacy is being able to: identify, locate and access, understand, negotiate, decode and interpret, evaluate, analyze and question, critique, reflect, authenticate, enjoy, organize, construct, think critically and meta-cognitively, problem solve, communicate, act, produce, create, publish and/or present, and make ethical choices when using visual and digital media. All of these terms are numerous like stars in the sky, categorized by similarity, like constellations “spirally together in an interconnected way.” (Hobbs, 2011) This is depicted in my “Wordpress” word frequency graphic. In basic terms: Visual and Digital Media Literacy is the ability to use higher level critical thinking skills to understand and/or construct a product of understanding. I think the fact that creation/construction of products or communication from the use of digital media has huge implications for use in the pedagogy of education. To begin with teachers need to model and provide opportunities for practice using visual and digital media. Sources-Baker, Frank 1. (2012), Media Literacy in the K-12 Classroom, Ch. 3 Media Literacy. ISTE. Retrieved from: https://blackboard.bsu.edu/bbcswebdav/pid-3004066-dt-content-rid-11256673_1/courses/2014Spr_EDTE665s800/MEDLIT-excerptISTE.pdf Burmark, Lynell. (n.d.). Visual Literacy: What You Get Is What You See, Ch. 1 Frey and Fisher. Retrieved from: https://blackboard.bsu.edu/bbcswebdav/pid-3030750-dt-content-rid-11315282_1/courses/2014Spr_EDTE665s800/Frey%20Fisher%20chapter%201.pdf Hobbs, Renee. (2011). Digital and Media Literacy: Connecting Culture and Classroom. (Ch. 1) Corwin Press- Sage Company, California. Koltay, Tibor. (Mar 23, 2011). The media and the literacies: media literacy, information literacy, digital literacy. Media Culture Society. DOI: 10.1177/0163443710393382. Retrieved from: http://mcs.sagepub.com/content/33/2/211

Visual & Digital Media

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