Visual Literacy

Mark Newman is Professor of Social Studies Education at National College of Education, National Louis University. He has a Ph.D. in History from UCLA and has written articles and books, and edited journals on primary sources, geography, and visual culture. Newman was co-director on five National Endowment for the Humanities grants and director of a Library of Congress Teaching with Primary Sources project.Donna Ogle is Professor Emeritus of Language and Literacy at National College of Education, National Louis University. Her research and school-based work focuses around reading and learning with informational texts in content areas. Donna has served as President of the International Reading (now Literacy) Association, is a member of the ILA Research Panel, and consultant to the Terra Foundation for American Art Project using art in integrated instructional units.

• AcknowledgmentsIntroductionChapter One: Understanding Visual LiteracyChapter Two: Understanding VisualsChapter Three: Working with Visuals as TextsChapter Four: Combining the Visual and VerbalChapter Five: Visuals as Learning AidsChapter Six: Creating VisualsChapter Seven: Visual literacy and English Language LearnersChapter Eight: Visual Literacy for Students with Special NeedsBibliographyAbout the Authors

Highly Recommended: [Newman and Ogle] connect their passion for the humanities with research on language and literacy to provide a comprehensive examination of visual literacy. They outline visual literacy from its foundation to strategies for content by providing examples from research and classroom instruction. Teachers are connected to the study of visuals to improve students' ability to read and understand the meaning of visual documents. Visual learning resources, including graphic organizers and web-based tools such as apps, are highlighted for their ability to increase inquiry-based learning in the content areas, especially science and history. Through multimodal presentations, the authors argue, students can create their own messages and texts and develop a deep, analytical level of thinking. The final chapter explores the three principles of the universal design for learning framework (UDL); they reinforce the need for visuals in scaffolding learning and designing curriculum that engages all learners. This great resource is not only for teachers looking to strengthen visual literacy pedagogy but also for all individuals looking to build this competency for themselves.