Implementing visual literacy techniques among futureeducators in pre-school and primary school settings
| dc.contributor.author | Levratto, Valeria | |
| dc.contributor.author | Gómez Gómez, Hernando | |
| dc.contributor.author | Ramé López, Jesús | |
| dc.date.accessioned | 2025-01-09T12:26:23Z | |
| dc.date.available | 2025-01-09T12:26:23Z | |
| dc.date.issued | 2024-11-28 | |
| dc.description | Throughout the paper, visual competence will be understood as: "Interpretive skills involving the recognition of various forms of visual media, presentation,and the ability to discriminate between different types of images and different uses of images" (Griffin, 2008, p.117).Students don’t have the ability to express themselves visually besides the constantly immersion in a visual environment (Metros, 2008) furthermore, according to Müller (2008)"a closer scrutiny of the visual is required" (p. 7). This scrutiny is not just about looking,but about understanding and interpreting the visual content in its context. In the era of digital communication, visual literacy goes beyond the ability to interpret visual content.It involves understanding the power of images in shaping opinions, attitudes, and beliefs.It’s about being able to critically evaluate the source, purpose, and potential impact of a visual message, because society is increasingly being influenced by visuals. for a significant number of people, comprehension of the world is being achieved not through verbal language, but through the interpretation of imagery (Lester, 2006) and creation of them. In this work, we focused on creation for the purpose of production.In the fieldwork, in line with Müller (2008), the perception, interpretation, reception and production of visual content will intertwine and generate a cycle in which cognitive, emotional, and receptive processes coexist; in order to analyse the undergraduate students in primary and pre-school education level of visual literacy, they were given a questionnaire beforehand and then, after different visual literacy and image reading classes, their productions were analysed in terms of new learning. | |
| dc.description.abstract | This research aims to evaluate the impact of a visual competenceintervention on early childhood and primary school teachers(N = 224) assessing its educational and social significance. Employingboth quantitative and qualitative methodologies, the studyinvolved a questionnaire on socio-demographic information andvisual habits, alongside an analysis of 31 open-ended questions.Additionally, photographs taken by undergraduate students in pri-mary and pre-school education post-training, were examined forevidence of significant learning. The findings revealed an enhancedawareness among participants regarding photographic contentand messaging. The study highlights the critical need for improvedvisual culture education among future teachers to better serve asociety increasingly oriented towards audiovisual communication. | |
| dc.identifier.citation | Levratto, V., Gómez Gómez, H., & Ramé López, J. (2024). Implementing visual literacy techniques among future educators in pre-school and primary school settings. Journal of Visual Literacy, 43(4), 326–343. | |
| dc.identifier.doi | https://doi.org/10.1080/1051144X.2024.2432802 | |
| dc.identifier.issn | 2379-6529 (online) | |
| dc.identifier.issn | 1051-144X (print) | |
| dc.identifier.uri | https://hdl.handle.net/10115/53597 | |
| dc.language.iso | en | |
| dc.publisher | Taylor & Francis | |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | en |
| dc.rights.accessRights | info:eu-repo/semantics/openAccess | |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.subject | Visual literacy | |
| dc.subject | Mediaeducation | |
| dc.subject | Agenda 2030 | |
| dc.subject | Literacy | |
| dc.subject | Teachers | |
| dc.title | Implementing visual literacy techniques among futureeducators in pre-school and primary school settings | |
| dc.type | Article |
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