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Record identifier : 566510
Personal Name - Primary Intelectual Responsibility : Golubieski, Mary R
Title and statement of responsibility : Teaching for visual literacy: Critically deconstructing the visual within a democratic education [Thesis]
Publication, Distribution,Etc. : Miami University, 2003
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , Miami University
Summary or Abstract : Literacy is an ability to access, analyze, evaluate, and communicate information in any form. Educators have worked to systematically address the understanding of words for students. What are we doing collectively in schools to address understanding of the image? A goal of visual literacy and effective viewing are included in the Ohio Competency Based Curriculum Model for Language Arts, leaving teachers to determine techniques and purposes independently. This qualitative, interpretative study illuminates the meanings, purposes, and methods for a visual literacy curriculum for language arts teachers within a small suburban school district in southwestern Ohio. Through ethnographic techniques a visual arts teacher searches for ways to help language arts teachers curricularize and teach for visual literacy. With philosophical underpinnings of phenomenology and Deweyan pragmatism, professional development work sessions allow teachers to determine their own working definition for visual literacy and to determine elements and art forms to be considered. Individual planning sessions, followed by classroom observations, help to draw a picture of district possibilities and directions through narrative and metaphor. Theories of cultural studies, multiliteracies, and visual culture lead students to critically deconstruct visual imagery and move them beyond individual interpretation in order to benefit the wider community. Close connections to a visual arts curriculum for visual literacy are highlighted through an autoethnographic portrait of a secondary art education approach to instruction for visual literacy. Determinations relate to levels of literacy development leading from recognition literacy, reflective literacy, to reproductive literacy, and ultimately to transformative literacy according to theories by Unsworth and the New London Group. An integrated curriculum model for teaching for visual literacy may hold the most promise for future development..
Information of biblio record : TL
 
 
 
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