“In order to create
an informed and literate citizenry, readers must be able to navigate,
interpret, design, and interrogate the written, visual, and design elements of multimodal
ensembles.”
This quote, from page 16, resonated with me, as it was a direct reflection of the teaching principles of the School Library Media program. In addition to creating a love and desire to become life-long readers, librarians’ goals are to help students develop the ability to discern between different resources, assisting them in becoming active and creative locators, evaluators, and users of information from various media sources; these sources include varied media content (both digital media and print forms). School library media specialists (SLMS or “librarians”) focus on developing literacy media skills to contribute to and enhance lifelong learning.
In addition to these skills, the SLMS assists students in becoming both independent learners as well as learners as part of a group; developing a social responsibility, where students not only seek information from diverse sources but also respect the principle of equitable access to information (and the related intellectual property rights) is an important facet of the SLMS. The SLMS supports collaborative learning as well the acknowledgement of each individual/group.
The reading echoed all of these facets of the SLMS’s role in education.
2. Why should educators care about multimodal
texts?
One of the strongest arguments for educators caring about multimodal texts is that such texts (or “ensembles,” as the Serafini (2014) calls them) is that children, even before they begin to learn to walk and talk, are surrounded with visual images (via picturebooks, television, etc). These images have the potential to greatly influence many decisions that our students make, and educators need to help them understand the power that such images and multimodal ensembles have on them. Although strategies for making sense of written text are deeply embedded in a standard curriculum (e.g. predicting, summarizing), such strategies fall short in helping students develop and understanding of the ubiquitous multimodal ensembles that they encounter on a regular basis.
As the text notes, having print-based decoding skills “will not be enough for the literate demands of our students’ future” (Serafini, 2014, p. 4).
3. How is your definition of
literacy different or similar to the definition of literacy presented in the book? Or how did the reading change or
expand your definition of literacy?
My definition of literacy was similar to what was presented in the book due to the scope of my School Library Media background; my concept as to the facets of literacy/media were aligned with what the author provided. That said, I did find that the reading expanded my definition of literacy to encompass additional multisensory elements that I had not fully considered prior to reading. While I was aware of the need to look at sources within their context (e.g. what was happening at the time the source was created, purpose, social impact), the production of such multimodal sources is an idea that was expanded upon. As a SLMS, my focus is to receive and evaluate; the text expanded the concept to include the outgoing communication of these texts as well.
4. How can visual literacy support
the development of the kinds of reading and writing we want children to learn
through schooling?
Visual literacy, as
Serafini (2002) points out, is both “a social and cognitive process, not simply a discrete set of skills that
are accumulated by individuals to apply as needed” (p. 23). Students need to be flexible to interpret
images and multimodal ensembles in their (the ensembles) proper contexts. Visual literacy is about the process of generating interpretations;
this allows the student to continually develop and practice skills sets and
apply those skill sets across a myriad of modes (photographs, videos, diagrams,
and the written word). The development of these skills will support students
literary development going forward into a future that has ever-developing
technologies, thus providing a flexibility to adapt to evolving digital media.
5. Find an online resource that addresses issues of visual literacy in education link to it or embed it your blog posting and provide a brief explanation of how it relates to this week's reading.
This video is a great compliment to this week’s reading. It notes that there are visual images surrounding us every day; in addition, it notes how visual literacy can be applied to every discipline. The video goes on to explain how images affect our interpretation and our definitions of the images presented.
6. Find an images
that relates to the ideas presented in this week's reading.
Citation
Library media content
standards and objectives for West Virginia schools (2520.17). (n.d.). Retrieved June 12, 2014, from http://wvde.state.wv.us/policies/p2520.17.pdf
Serafini, F. (2014). Reading
the visual: an introduction to teaching multimodal literacy. New York:
Teachers Collage Press.
Image
“Literature lives: Literacy
research hub.” (n.d.) Australian Catholic University Retrieved 2 June 2014,
from http://www.acu.edu.au/about_acu/faculties,_institutes_and_centres/education_and_arts/schools/new_south_wales/projects/literacy_research_hub
In my blog post, I too talked about visual literacy being important because even when we are young and can't red, we rely on visual literacy (pictures in a book can tell us what the story is about with our actually reading the text). I too was aware of the things I needed to incorporate within my teaching, but this class and the readings have expanded my thoughts as to what I can do to teach my students about multimodal texts even if it something as simple as putting a PowerPoint on YouTube.
ReplyDeleteMarylou,
ReplyDeleteI am sure you have found great insight into this weeks reading. As a librarian you can foster a love for learning in children as they gain insight into not only the text they read, but also the images they must interpret. I was also intrigued by the point the author Serafini made in reference to how children are introduced to images so early in their lifetime with picture books and other images that surround them. Why do we not continue to use this strategy as children continue to learn words and text?
The point you made in reference to how images influence decision-making and higher ordered thinking is so true. Many times I believe images make a great impression on younger readers. I have even made reference to graphics in teaching math that students remember far better than just the text or words only. Learning is more effective with students when they can make connections and link one thing to another. It helps to deepen their understanding and strengthen their comprehension of a particular math concept.
I really enjoyed reading about your quote reaction to your job. I think it is great that they have added more structure to the librarian curriculum (I also might not of have a good librarian to show me to to research items when I was in school). I didn’t realize how much librarians can help students understand researching all the different forms of resources out there to them. I am sure for you it can be a bit challenging to keep up as well with everything.
ReplyDeleteMarylou,
ReplyDeleteI enjoyed reading your blog. I also liked your video. The video was very interesting. I liked how it talked about how images are everywhere and how we interpret them differently. The video showed art work, photos and x-rays all theses images can lead to individual interpretation.
Great Post!
Marylou-
ReplyDeleteI LOVED your quote choice! I could not agree more with your thoughts and the thoughts that that quote gave me. It is very true that we must teach our students how to read, understand the text, comprehend the text, navigate through the text, etc. before we can expect them to become passionate about reading! This upcoming school year, I will be teaching first grade. I am exceptionally nervous because this is the year they are taught "HOW" to read! It is a huge undertaking in my opinion to teach first grade and I really want to be an effective teacher for them so that they will have the stepping stone needed to be become successful and maybe even lovers of reading! Great post!