Visual literacy and learning: finding some online territories for the slow learner

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Visual literacy and learning: finding some online territories for the slow learner

Leishman, Donna (2004) Visual literacy and learning: finding some online territories for the slow learner. On the Horizon, 12 (1). pp. 26-30. ISSN 1074-8121

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Creators/Authors:

Leishman, Donna

Abstract:

This paper is an attempt at uncovering some online practices that it is proposed utilise the age-old lineages of the visual comic and cartoon, which can help one better understand how to create and learn through interaction enabling technologies such as those available today. As a secondary theme the paper looks at the potential for new media practices (using the label to cover a range of disciplines from design to fine arts in the digital realm) to encourage a different type of educational dialogue between student and tutor, a dialogue which could be useful in developing student confidence and thus re-engage them in academic enquiry.

Official URL:

https://doi.org/10.1108/10748120410540472

Output Type:

Article

Additional Information:

This invited paper discusses the semiotics of a group of online practices that both follow and utilise the lineages of the visual comic and cartoon. The selected works discussed in the paper function as a means to help the better understanding of how to create and learn through interaction enabling technologies. A complimentary theme within the paper also explores the potential for new media practices to encourage a different type of educational dialogue between student and tutor. Pedagogic challenges occur when the student has problems with language development and motivation. The paper proposes that high interest, low vocabulary (in the textual sense) reading materials, which are meaningful to the interests and life experience of the reader could be a method to foster a better engagement. Often new media artworks exist as Umberto Eco terms ‘works in movement” (1989. In such an instance, multiple readings are required to get a fuller understanding of the text and occasionally the classic dénouement may be impossible. Collaborative, alongside strategic reading practices, whereby the student can be encouraged to set personal goals for understanding the text, fundamentally shifting the power between tutor and student to one that is more equal. From such a position shared analysis and critique of both the text and the act of reading could help in developing student confidence and thus re-engage them in academic enquiry. This output was published by Emerald, March 2004. Also used as referenced in: 'Teachers’ Perceptions of Underachievement in Elementary Schools', Al-Sahel School Psychology International DOI: 10.1177/0143034305059027 (2005) Author: Rashed Ali. Publisher Sage, and in 'The use of animation in higher education teaching to support students with dyslexia' DOI: 10.1108/00400910710729857 (2007) Authors: Taylor, M.; Duffy, S.; Hughes, G. Publisher: Emerald.

Uncontrolled Keywords:

Comic Studies, Semiotics, Pedagogy

Schools and Departments:

School of Design

Dates: