Reading images: Visual and critical literacy strategies as methods of meaning construction. - Info and Reading Options
By David John Comacchio
"Reading images: Visual and critical literacy strategies as methods of meaning construction." was published in 2006 - onc, it has 210 pages and the language of the book is English.
“Reading images: Visual and critical literacy strategies as methods of meaning construction.” Metadata:
- Title: ➤ Reading images: Visual and critical literacy strategies as methods of meaning construction.
- Author: David John Comacchio
- Language: English
- Number of Pages: 210
- Publish Date: 2006
- Publish Location: onc
“Reading images: Visual and critical literacy strategies as methods of meaning construction.” Subjects and Themes:
- Subjects: ➤ Study and teaching (Elementary) - Critical thinking - Visual literacy - Pictures as information resources
Edition Specifications:
- Pagination: 210 leaves.
Edition Identifiers:
- The Open Library ID: OL21549769M - OL13408825W
- Online Computer Library Center (OCLC) ID: 437079191
- ISBN-13: 9780494210758
- All ISBNs: 9780494210758
AI-generated Review of “Reading images: Visual and critical literacy strategies as methods of meaning construction.”:
"Reading images: Visual and critical literacy strategies as methods of meaning construction." Description:
The Open Library:
The purpose of this study was to evaluate the effectiveness of two visual and critical literacy strategies in helping students in the junior grades (grades 4, 5 and 6) develop their comprehension of visuals. Teacher knowledge and use of visual and critical literacy strategies in the classroom was examined as a starting point in developing a teacher training in-service that focused on developing students' visual and critical literacy skills. Seven teachers from Grade 4 to Grade 6 participated in the study. Through the use of qualitative research methods the impact of the study was assessed on teacher responses in interviews and logbook entries as well as analysis of student work samples. The results revealed limited knowledge and use of visual and critical literacy strategies in the classroom at the beginning of the study. The results also suggest that once the strategies were taught to students, their understanding and use of the strategies in their written and oral responses improved. However, the change was not uniform with both strategies. Recommendations are made for implementing the strategies in the future.
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