"We are seeing ideas still being implemented and explored 3 years after the project completion."
- Danny
I have learned a lot from my association with Michèle and Geoff - both from workshops and their many publications.
- Sue

Introducing Visual Literacies

1. Goals

The one day program on Visual Literacies was designed to meet the following goals:

  • introduce participants to knowledge and vocabulary that aids in the comprehension and construction of still and moving images.
  • develop a greater understanding about the teaching of writing and reading multi-modal texts.

2. The Program

The program consisted of three ninety-minute workshops.

Workshop One:

The concept of multi-modal texts was explored in relation to the changing nature of texts and literacy and the concept of multiliteracies. A range of texts from everyday-life was explored together with concepts about critical literacy. Participants worked in groups to reflect upon the texts they currently used in everyday life and the knowledge and skills required to engage with those texts.

Workshop Two:

Participants were introduced to still images and their role in providing meaning together with the written word, through examination of contemporary picture books. A vocabulary for analysing the images in these books was demonstrated, highlighting such elements of design as colour, line, shape and texture. Participants were then given the opportunity to practice using these analytical tools to interpret meaning in a range of texts, including picture books.

Workshop Three:

The final workshop introduced the elements of design in moving images such as lighting, camera angles, framing, pacing and editing. Interaction with a range of video-clips provided opportunity to see how these elements constructed meaning.

3. Outcomes

Participants indicated the following outcomes from the program:

  • knowledge and understanding of multi-modal texts and their incorporation into the literacy program was increased
  • they had sufficient knowledge about still and moving images to enable them to begin teaching these areas the following day
  • the development of a specific vocabulary for analysing still and moving images enabled more explicit teaching to occur. 
  • The development of enthusiasm and a more positive attitude toward teaching about multi-modal texts.