Teaching
Visual &
Media
Literacy in
Math &
Science
Module 1
Developed by
Katie Straka
Summer 2014
Please complete the
Anticipation Guide
following the
Pre-Workshop
directions. Thanks!
What are they doing?
How would you describe this
picture to someone else?
What message is being
conveyed by this picture?
What is visual literacy?
What is media literacy?
What is visual literacy?
“Visual literacy is the ability to
interpret, negotiate, and make meaning
from information presented in the form
of an image” (Wikipedia, 2014).
Visual literacy = “reading” images
What is media literacy?
“Media literacy is a 21st century
approach to education. It provides a
frame work to access analyze,
evaluate, create and participate with
messages in a variety of forms – from
print to video to the Internet” (Center for
Media Literacy, 2014).
Why are visual and media literacy important?
• Ours is a visual culture.
• Students spend an average
of 200 hours each month on
media and technology.
• Visuals are stored in longterm memory.
• We learn and remember
best through pictures.
Words can only be used to
recall things we have
already seen or experienced.
• Eyes are the most dominant
of our senses. 30% of the
neurons in the brain’s cortex
are dedicated to visual
• Everyone must be able to read,
processing (compared to 8%
interpret, and write/create
for touch and 3% for sound).
messages using both words and
pictures, because . . .
• Visuals are processed
60,000x faster than text.
• Ours is a visual culture.
1. The teacher will be able to explain visual
and media literacy and give reasons for their
importance in teaching and learning.
2. The teacher will be able to identify the basic
elements and principles of visual design and
apply them in the creation of lesson visual
aids and materials.
3. The teacher will be able to apply basic layout
techniques in the creation of lesson visual
aids and materials.
4. The teacher will be able to describe what an
infographic is and how it could be used to
support student learning.
5. The teacher will be able to describe the five
essential dimensions of digital and media
literacy – access, analyze, create, reflect,
and act – and give examples of how one or
more of these dimensions can be
incorporated into lessons.
6. The teacher will be able to identify additional
media and technology sources (e.g., web,
video, pictures/images, Wikispaces, digital
storytelling, etc.) and give examples of how
the media or technology could be
incorporated into the classroom/content
area.
7. The teacher will develop a working
knowledge of Wikispaces and Windows Live
Movie Maker technologies to support visual
and media literacy within the classroom.
The ISTE (International Society for Technology in Education) Standard for
Teachers (2014) that applies to this workshop is:
5. Engage in professional growth and leadership. Teachers continuously
improve their professional practice, model lifelong learning, and exhibit
leadership in their school and professional community by promoting
and demonstrating the effective use of digital tools and resources.
In addition, both Math and Science have standards that apply as well.
Standards for Mathematical Practice
3. Construct viable arguments and critique the reasoning of others. (Georgia DOE, 2013)
Using previously acquired knowledge to analyze and think critically about the reasoning
behind a concept or the reasoning of others is an important skill in math and in visual and
media literacy. Constructing a valid argument also applies to the creation element of visual
and media literacy. Both elements of this standard could be incorporated into an example
or classroom application idea within the workshop.
Literacy Standards for Reading in Science and Technical Subjects (Georgia DOE,
2013)
Key ideas of these standards include citing textual evidence to support analysis, analyzing
the structure of relationships among concepts in a text, analyzing the author’s purpose,
evaluating whether the evidence in the text supports the author’s assertion, comparing and
contrasting findings, and using technology to share projects and writing products. These
standards fit in perfectly with the visual and media literacy practices and elements.
References
Baylen, D. M. (2014). Visual and media literacy for teaching and learning (MEDT 7490). University of West Georgia.
Center for Media Literacy. (2011). Media literacy: A definition and more. Retrieved from http://www.medialit.org/media-literacydefinition-and-more
Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and more to develop
comprehension and thinking skills. Thousand Oaks, CA: Corwin Press.
Georgia Department of Education. (2013). 9-10th grade literacy in history/social studies, science, and technical subjects.
Common core georgia performance standards, mathematics grades 9-12. Retrieved from
https://www.georgiastandards.org/Pages/Default.aspx
Hagen, R., & Golombisky, K. (2013). White space is not your enemy: A beginner’s guide to communicating visually through graphic,
web & multimedia design. Burlington, MA: Focal Press.
Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Thousand Oaks, CA: Corwin.
International Society for Technology in Education. (2014). ISTE standards for teachers. Retrieved from
http://www.iste.org/STANDARDS
Wikimedia Foundation, Inc. (2014). Visual literacy. Wikipedia: The free encyclopedia. Retrieved from
http://en.wikipedia.org/wiki/Visual_literacy
Image references are included with the appendices.