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TechForum Boston
Understanding the Opportunities and Challenges of Emerging Learning Environments
Re-Envisioning Learning Spaces
EdTech Leaders Online
Exploring the Changing Landscape of Technology and Learning
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10 Keys to Effective Professional Development
140 Characters and Beyond: Learning to Connect with Twitter
A Collection of Perspectives on 21st Century Learning
An Organizational Approach to Web 2.0
Behind the Scenes: How Schools Initiate and Prepare for Learning Space Change
Beyond the Web 2.0 Hype: Focusing on What Really Matters
Capturing Stories, Capturing Lives: An Introduction to Digital Storytelling
Cartography on the Cutting Edge
Collaboration in the Age of Google
Creating Digital Learning Spaces (Workshop)
Creating Immersive Learning Environments with Mixed Media
Design Spaces for Learning: Exploring Physical and Virtual Learning Areas with Chris Johnson and Christian Long
Developing Digital Learning Spaces: From Vision to Reality
Developing Guidelines for Social Media
Developing Guidelines for Emerging Technologies
Developing Flexible Spaces for Student Learning
Digital Footprints: What Educators Need to Know
Expanding Notions of Digital Learning Spaces
Four: Forty: 140: Four Themes, Forty Ideas, 140 Characters
Habits and Habitats: Rethinking Learning Spaces for the 21st Century
Hitting a Moving Target: Best Practice Teaching and Learning
Implications of Web 2.0: 2010 Update (panel)
Improving Literacy Skills Through Blogging
Launching a Learning Community
Leaders and Learning Spaces (Workshop)
Leadership in the 21st Century: Starting and Sustaining Change
Learning at the Speed of Technology
Learning Space page for the ISTE Summit
Life on the Screen (Workshop)
Life on the Screen (Presentation)
Mini-Summit: Social, Professional and Academic Networking: Ready for School?
Michigan AIA | Renewing the Imagination of Schools and Learning and What's Next? Lessons Learned from the Conference
Moodle: Creating Your Course Presence
Offline and Online: A Context for Libraries in the 21st Century
One Hour PowerPoint: 10 Strategies for Improving Student Presentations
On the Development of Learning Spaces
On the Development of Multidimensional Learning Spaces (ISTE SIG)
Organizing Student and Teacher Learning with RSS
Overcoming Technology Yah Buts
Re-Envisioning Learning Spaces
Renewing the Imagination of Schools and Learning
Revisiting Moodle: Expanding Your Course Presence
Social Media and Student Devices: Developing Guidelines
Standing Room Only - How to Create Unforgettable Presentation Media
Tech Forum Atlanta Panel Discussion: Beyond the Web 2.0 Hype
Tech Forum Midwest Panel Discussion: Beyond the Web 2.0 Hype
Tech Forum SouthWest Panel Discussion: Beyond the Web 2.0 Hype
The Impact of Social Media in Schools: Welcoming and Responding to the Disruption
The Top Ten Technology Tools of Today
Towards a Framework for Visual Literacy Learning
Understanding and Applying Connective Technologies to Teaching and Learning
Understanding and Applying Web 2.0 Technologies to Teaching and Learning (ISTE)
Understanding and Developing Social Media Guidelines for Schools
Using Google to Enhance the Social Studies Curriculum
What If? (Educon Workshop)
What If? (Presentation)
What If The Story Changed? (K12 Online Conference)
Why Johnny Can't Read...A Conversation About What It Means to be Literate...Today
Yah But! Meeting the Challenges of Disruptive Technologies
Towards a Framework for Visual Literacy Learning
Visual literacy Definition: 21st Century Skills: Can students interpret, use, appreciate and create images and video using both conventional and 21st Century media in ways that advance thinking, decision-making, communication and learning.
Media Literacy Definition: Center for Media Literacy: The ability to access, analyze, evaluate and create media in a variety of forms
My definition: In my opinion, visual literacy is composed of three discrete skills: navigating, evaluating, and communicating (create and mashup) in the context of visual imagery.
My Visual Literacy resources at del.icio.us
Visual Literacy Framework:
There is a biological basis for visual communication.
Vision is a partnership of the brain, eyes, and a variety of nerves. The auditory nerve transmits sound to the brain and is composed of about 30,000 fibers. Contrast that with the optic nerve which sends visual signals to the brain through 1 million fibers (Burmark 2002). Basically, you’ve got a dial-up connection from the ear to the brain and broadband from the eye to the brain. Teach kids to take advantage of the connectivity, and the raw capacity of the brain to process visually, and then teach them that…
Emotion, depicted through visual means, sells the message.
Students must learn how to convey meaning by using emotion. The online world has inundated us with compelling imagery that tell stories that words alone could never do. We learn almost instantly of news and important events through imagery. We know that images by themselves can be highly communicative, and we can be moved and perhaps haunted by 6.679 Polaroids that portray the essence of a person's day to day life. We know that much of this visual information can be combined together to create something new, something even perhaps more compelling-digital video. That’s why digital storytelling, when done right, can be such a powerful learning and communicative experience. Anyone that has seen 4 Generations: The Water Buffalo Movie can attest to that. View that movie…how many of you would pony up $250 after viewing that? And take the video obituary (called the Final Word) of Art Buchwald at the New York Times where he says “Hi, I’m Art Buchwald and I just died” and they go on to tell his life story. Use Flickr to find the raw material for inspiration, and for images that can sensitize and develop compassion and understanding and that tell a variety of stories, as this video poem does, relating the story of a young man's trip to adulthood. All of this powerful--because of the intersection of emotion and medium. And then teach them that…
The most powerful producer of visual imagery is the individual, its you.
Digital cameras, cell phone cameras, 200 dollar Flip Video cameras, citizen "journalism," photos of the London subway bombings, of Saddam Hussein’s execution, the I-35 Bridge collapse, the Hudson River Plane Crash, a launch of a Space Shuttle into orbit, the one photo per second of new entry iPhone app Instagr.am, 5,131,428,243 photos at Flickr (as of 10/31/10 9:50 Central US), the 30 billion photos estimated to be housed at Facebook (2.5 billion estimated to be uploaded each month, 2009 data!), and that every minute of the day sees 24 hours of video uploaded to YouTube attest to the capability and absolute unmitigated power of the individual to produce visual material (See the 1800 videos from Khan Academy) and bring the world home. But simply producing this is not enough, because…
You have to share it. In 2010, people can share their own intellectual property in a number of ways and from multiple platforms, especially mobile devices, as content migrates from the domain of the individual to a collaborative cloud experience. Sites like PixelPipe enable users to share media content to over 100 destinations from a computer or from a mobile phone. Posterous, an elegant and useful blogging tool, has an autopost feature that lets users distribute and share content to other sites automatically. Anyone can share presentation media via Slideshare. Google Docs enables collaborative content creation through its sharing feature. As a result of this ability of share the content they create, students must understand Creative Commons and learn how to ethically and legally use and broadcast online content. So, post content online that others can use that enable you to connect to other users, collaborate with others, create with others, and contribute to everyone. Then emphasize that…
Individuals must be capable of working in multiple mediums to create visual messages, in accordance with the principals of visual literacy.
They have to do something with that visual imagery and it has to be done the right way. Create. Remix. Mashup. Post to YouTube and serous places that have the chance to make a difference such as Stories for Change. Use Google Earth to combine imagery with place, or explore Storymapping.org. Use Photosynth to upload your images to create an three dimension online experience. Use the content of Google Streetview in a Web page or wiki; blend this with other media and primary source content to create a mixed-media platform of resources that can be the raw material of learning. Use a data visualization system like Many Eyes to help students understand how to portray data visually. Help students understand how to use color, text, transitions and pans and builds in video messages and teach them about the relationship of these elements to each other and how it impacts message creation and learning. Help them blend media and intentional design by using an online content creation system like JayCut or iMovie on the iPhone 4 to craft messages for the distribution on the networks of the Web, and to make content transportable. Why is this necessary? Because...
Visuals, when combined with other multimedia, provide individuals with a competitive voice. One that can be heard. One that can be measured. One that says "here I am, and here's what I think, here is what I have to contribute. Now what do you think?" Kids have meaningful things to say, so challenge them to produce visual content with purpose and with pride. Help kids understand that the world is more connected then ever, and that producing visual content like this becomes even more powerful in 2010 because...
Networks for sharing and collaboration extend that voice; that voice forms the basis of community as a contributing member of a conversation around ideas and passions. 150,000 videos are uploaded to YouTube per day (Wesch 2008). Between 1 and 2 million photos are uploaded to Flickr each day (Flickr main page). Both platforms enable commenting, and YouTube encourages videos to be produced in response to others. Complete conversations around a single photograph occur in Flickr, an idea that is explored by Clay Shirkey in Here Comes Everybody: The Power of Organizing With Organizations, and members of
Flickr can help other Flickr members, including students, grow and develop as media producers. Entire orchestras are organized on YouTube. The potential for rich dialog can occur (as well as hateful dialog), so kids need to learn how to be a part of that, and in a positive way, because their ideas matter...
And then emphasize that in 2010:
Everyone can learn from each other, independent of time, space, place and device (Ryan Bretag).
Download a printable copy of Towards a Framework for Visual Literacy Learning | View this file on your iphone/ipad | View this file on your Android Device
Critical Reading
Core Principles of Media Literacy | National Association For Media Literacy Ecucation (see the Six Principles)
Confronting the Challenges of Media Literacy | Henry Jenkins
Research Review: Multimodal Learning Through Media | Edutopia
A Learner-Centered Approach to Multimedia Explanations: Deriving Instructional Design Principles from Cognitive Theory | Moreno and Mayer
Multimodal Learning Through Media: What the Research Says | The Metiri Group
Visible Knowledge Project: Multimedia Authoring | Interviews
Transliteracy | Thomas et. al, First Monday
Visual Literacy | Peter Felten
Visual Literacy: An Institutional Imperative | Susan E. Metros and Kristina Woolsey
The Educators Role in Preparing Visually Literate Learners | Susan E. Metros
http://mlb.mlb.com/mlb/ps/y2010/gigapan/index.jsp
Citations:
Burmark, Lynell. Visual Literacy: Learn to See. See to Learn. Alexandria, VA: Association for Supervision and Curriculum Development, 2002.
Bretag, Ryan. Personal Communication. 2008.
Shirkey, Clay. Here Comes Everybody: The Power of Organizing Without Organizations. New York, New York. The Penguin Group,
Wesch, Michael. "YouTube Statistics." Digital Ethonography. 18 May 2008. Kansas State University. 7 May 2008 <http://mediatedcultures.net/ksudigg/?p=163>.