Learning to See the Infinite: Measuring Visual Literacy Skills in a 1st-Year Seminar Course

Autor/inn/en	Palmer, Michael S.; Matthews, Tatiana
Titel	Learning to See the Infinite: Measuring Visual Literacy Skills in a 1st-Year Seminar Course
Quelle	In: Journal of the Scholarship of Teaching and Learning, 15 (2015) 1, S.1-9 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	First Year Seminars; Visual Literacy; Skill Analysis; Learning Activities; Intervention; Pretests Posttests; Painting (Visual Arts); Art Appreciation; Persuasive Discourse; Student Reaction; Critical Viewing; Evidence; Observation; Models; Teaching Methods; Measures (Individuals); College Students; Virginia + Suchen Sie Ihr Suchwort? Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Lernaktivität; Malerei; Kunstverständnis; Persuasion; Persuasive Kommunikation; Schülerkritik; Fernsehkritik; Evidenz; Beobachtung; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Collegestudent
Abstract	Visual literacy was a stated learning objective for the fall 2009 iteration of a first-year seminar course. To help students develop visual literacy skills, they received formal instruction throughout the semester and completed a series of carefully designed learning activities. The effects of these interventions were measured using a one-group pretest-posttest study design where students were asked to look at two different--but stylistically similar--paintings and write a response to the following two questions: what do you see and what do you think it means? Students' responses were analyzed based on the visual evidence they recorded and the strength of their arguments using Toulmin's argument model. After instructional interventions, paired t-tests indicate that students made significantly more basic (t(15) = 4.291, p < 0.001) and advanced observations (t(15) = 2.440, p = 0.014), offered more supporting visual evidence for their best-supported claims, and made stronger connections between their claims and the visual evidence. (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01