THE SYNTACTICAL GUIDELINES FOR VISUAL LITERACY mation and a specific , defined message lies yet another area of visual meaning, functionality, in the. Nov 17, by Donis A. Dondis. Actually, developing the visual sense is something like learning a language, with its own special alphabet, lexicon, and syntax. This primer is designed to teach students the interconnected arts of visual communication. Primer of Visual Literacy Revised ed. This primer is designed to teach students the interconnected arts of visual communication. This item:Primer of Visual Literacy by Donis A Dondis Paperback $
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This primer is designed to teach students the interconnected arts of visual communication. The subject is presented, not as a foreign language, but as a native. Visual Literacy and Information Design. Domenic Screnci .. Focal Press | | ISBN: | pages | PDF | 13,6 MB A Primer of Visual Literacy. A Primer of Visual Literacy - Download as PDF File .pdf), Text File .txt) or view presentation slides online. Danis A. Dondis.
For example, ication. It was found that novice readers and non- repeat a verbal model. The approximately 2-inch moderate and severe disabilities, thereby contributing to their by 3-inch 5-cm by 8-cm logos were affixed to 3-inch by visual literacy.
To demonstrate acquisition when shown a logo, 5-inch 8-cm by cm white index cards. Each student was students were required to name the business it represents and assigned a set of 12 individually selected logos for instruction. A list of Method the logos and copies to be used were reviewed by parents for social validity. Parents were asked to remove any logos of busi- Participants nesses that were not in their neighborhood or places they had Six students participated in this study. Three students were en- not shopped during the previous 6 months.
Following this rolled in middle school and three in elementary school. All stu- procedure, 43 logos remained in six categories: department dents were receiving special education services for students stores 3 , discount stores 6 , grocery stores 4 , specialty with moderate and severe intellectual disabilities.
Student de- stores 4 , drug stores 3 , various restaurants 4 , and fast- mographics are presented in Table 1. The middle school stu- food establishments Downloaded from foa. Four sessions were conducted over 4 days. The stu- counted as event data and included in the results.
Once criterion was reached for the second set, in- were recorded. Verbal praise was delivered for attending be- struction began for the last set. Probe data were taken on the havior. Logos that were missed on all trials were kept in the logo from the first two sets during the beginning of instruc- final pool, from which 12 logos were chosen for each student.
Logos assigned to each week with a group activity. The activity began with the teacher student are listed in Table 2.
This was followed with 15 minutes of activity during which the three students in- A multiple probe design across sets of logos was employed for teracted with the logos while playing games, such as Bingo each student. Upon acquisition of a set of logos, instruction and Concentration. These sessions provided the students with began on the subsequent set of logos. Once all Data were not taken during these group activities. Interobserver Agreement Interobserver agreement data on student performance were Procedure collected simultaneously and independently.
In the elementary The instructional strategy used was constant time delay. Im- class, reliability data on student performance were collected by plementation was in the same manner as the published re- one of the experimenters. The percentage of agreement was In the middle Schuster, ; Wolery et al.
Data were collected dur- type of product, that could be downloadd at that business.
The percentage of agreement During each session, each student was given four trials on was During the first session for the middle school students and the first two sessions for the elementary students, a 0-s delay was employed. The teacher si- TABLE 2 multaneously presented the logo, asked what store it was, Logo Assignments for Instruction named the store, and then named a type of product that could be bought there.
Following these initial sessions, a constant Student Set Logos time delay of 4 s was employed. Each of six students acquired and maintained Baseline, Acquisition, Maintenance, the ability to identify 12 commercial logos orally. Additionally, and Generalization each student demonstrated generalized knowledge of the logos in community settings.
As part of instruction, the stu- Figures 1 through 3 present the data for baseline, acquisition, dents successfully demonstrated comprehension as well as la- maintenance, and generalization of commercial logos for each beling of each logo by naming a product that could be bought of the three elementary students and three middle school stu- at the business the logo represented.
In each case the student acquired three sets of four The instruction of functional reading is an essential com- logos. It en- bought at the business.
This demonstrated a functional rela- ables increased independence by providing information with tionship between time delay group instruction with distrib- which to make basic decisions, such as which store to enter, uted practice and the ability a to name the business each logo which product to select, and at which street to turn, as well as represented and b to name a product that could be bought decisions concerning personal safety.
The reading of logos is a at each business. During acquisition of Set 1 it took vere disabilities. This framework is based upon a multimodal him 7 sessions to reach the two-part criterion.
It took 7 ses- definition of literacy as obtaining information from the envi- sions to reach criterion for Set 2, and 4 sessions for Set 3. Rose ronment with which to make decisions and choices, alter the was unable to identify any of the logos during baseline.
Such a definition encour- ing acquisition it took her 10 sessions to reach criterion for ages instruction of the skills necessary for visual literacy as well Set 1, 8 sessions for Set 2, and 5 sessions for Set 3.
Rahm was as traditional functional reading literacy. During Visual literacy should be viewed as a complement to tradi- acquisition he required 8 sessions to reach criterion for Set 1, tional functional reading literacy. For students who acquire 8 sessions for Set 2, and 7 sessions for Set 3. These elemen- functional reading skills based on the written word, visual tary students averaged 7. Between baseline and acquisition phases there was no overlap Visual literacy will provide additional skills for discerning in- of data.
For some students, line. During acquisition it took him 6 sessions to reach crite- however, visual literacy skills may be their primary means of rion for Set 1, 7 sessions for Set 2, and 8 sessions for Set 3. During acquisition of Set 1 it took her able to teach them to read words.
For those students, visual 7 sessions to reach the two-part criterion. It took 5 sessions to literacy skills may be the only form of information gathering reach criterion for Set 2, and 6 sessions for Set 3.
Suki was available for decision- and choice-making. When visual com- unable to identify any of the logos during baseline. During petencies are developed, they enable a visually literate person acquisition it took her 6 sessions to reach criterion for to discriminate and interpret visual information—the pictures, Set 1, 7 sessions for Set 2, and 7 sessions for Set 3. The mid- signs, and symbols one encounters in the environment dle school students averaged 6.
Hortin, ; Saunders, Much of what many persons Between baseline and acquisition phases there was no overlap know about the world is learned through visual images. The of data. Similarly, when in the community for gen- Further research is needed to establish an expanded eralization probes, each student was able to identify each logo database that will substantiate the effectiveness and efficiency and name a product that could be downloadd in the store with of the skill sets of visual literacy with students with moderate no more than one error.
Research is also needed to elaborate on the skill sets beyond reading of pictures and logos. There are Discussion at least two additional sets of skills that are compatible within a multimodal framework for literacy.
These are the reading of This study provides an example of successful instruction of film and scanning settings. These First, definitions of visual literacy cited include film Don- results add to the literature demonstrating a functional rela- dis, ; Seels, ; Wileman, There is a growing Downloaded from foa. Her interests include instructional strategies and direct in- Keenan, and video prompting e.
Melissa Hughes is project director for the Center for Col- structional strategies for students with moderate and severe laborative Education at Georgia State University. Her interests include disabilities.
A primer of visual literacy
Research is needed to investigate reading videos, functional assessment and analysis, and instructional strategies for co- whether presented on videotape or computer. How can teach- teaching formats. Laura McIntosh is a graduate student in the Mul- ers enhance a video so that it can be read more accurately and tiple and Severe Disabilities Program at Georgia State University.
Dave Cihak is an assistant professor at the focus on, and what aspects should they be taught to focus on? University of Tennessee—Knoxville in the Department of Theory and What is the nature and result of competition between the vi- Practice in Teacher Education. His research areas include effective in- sual image and the auditory track on a video?
This video would parallel the use of film e-mail: palberto gsu. Commu- Alberto, P. Use of static picture nication skills directly related to visual literacy include scanning prompts versus video modeling during simulation instruction.
Re- and questioning. For example, when entering a store, students search in Developmental Disabilities, 26, — Teaching Exceptional Children, 33, 60— If scanning is unsuccessful, the student needs Aldridge, J. A beginning reading strategy. Aca- to be able to question an employee and follow directions to demic Therapy, 22, — Following verbal directions Ault, M.
Comparison of progressive often includes locating visual landmarks pointed out by the and constant time-delay procedures in teaching community-sign direction-giver. The inclusion of such a skill in literacy in- word reading. American Journal on Mental Retardation, 93, 44— struction continues the theme of multimodal skills for map- Bellini, S.
A meta-analysis of video modeling ping an environment and identifying parts within it. Exceptional Children, 73, — ity to read environmental print provides a functional reading For children without disabilities, con- Branham, R. Teach- textualized print in the environment facilitates the reading of ing community skills to students with moderate disabilities: Com- decontexualized print.
Investigations into similar relationships paring combined techniques of classroom simulation, videotape between environmental print and decontextualized print with modeling, and community-based instruction.
Education and students with disabilities are warranted.
Training in Mental Retardation and Developmental Disabilities, Within a framework of a community-referenced curricu- 34, — Curriculum and assessment for students with to recognize, understand, and learn visual information from moderate and severe disabilities. New York: Guilford Press. Browder, D.
Interspersal of known items in a the environment to increase their access to goods and services treatment package to teach sight words to students with behavior and increase independent mobility and safety. Visual literacy is disorders. The Journal of Special Education, 29, — Visual messages. Wordless picture books and the young language-disabled child. Teaching Exceptional Children, 22, 34— Dondis, D. A primer of visual literacy.
Paul A. Alberto, PhD, is professor of multiple and severe disabilities at Ehri, L. Grapheme—phoneme knowledge is essential for Georgia State University, where he is director of the Bureau for Students learning to read words in English.
A primer of visual literacy
Want to Read. Are you sure you want to remove A primer of visual literacy from your list? A primer of visual literacy by Donis A. Written in English. Edition Notes Bibliography: Classifications Dewey Decimal Class The Physical Object Pagination xi, p. Number of pages Readers waiting for this title: Check nearby libraries with: WorldCat Library. download this book site. Share this book Facebook. History Created April 1, 12 revisions Download catalog record: Wikipedia citation Close.
November 17, Edited by Clean Up Bot. July 31, Edited by ImportBot. April 5, August 4, Edited by IdentifierBot. April 1, For children without disabilities, con- Branham, R. Cognition: Psychological perspectives. Such engagement requires the ability to discern in- vide too narrow a framework for many students with severe dis- formation in multiple ways. There are Discussion at least two additional sets of skills that are compatible within a multimodal framework for literacy.
For example, when entering a store, students search in Developmental Disabilities, 26, — Theoretical foundations of visual learning.