E5B Assignment- Literacy Strategies
Visual Literacy
Visual literacy is all about the interpretation of the many kinds of visual media. Visual
media is an ever-present and increasingly important version of media especially for the young and
impressionable. In a similar way to regular literacy, visual literacy is the ability to ‘read’ an image.
In this current day in age visual media is becoming increasingly misleading and so literacy in the
medium is incredibly important. So how does it come into play in the CGC curriculum?
Geography, arguably more so than most other courses in the curriculum, has a large quantity of
visual interpretation involved. This can range from reading graphs, identifying geographic
concepts within images; to reading and interpreting a variety of geographic concepts from maps.
This is especially true for my given strand which is E3. Strand E3is based around the characteristics
of land use in Canada and analyzing the natural and communal factors that affect how we utilize
land in Canada. This is demonstrated through its sub-strands. E3.1 is the analyzation of different
land uses in a community. E3.2 is about the natural factors that determine how those communities
are built. Finally, E3.3 is about the analyzation of land use maps and identifying the patterns that
appear. Developing visual literacy through the analyzation of land use maps is the goal of this
lesson in an effort to develop transferable skills in the classroom.
The activity students will be completing involves the analyzation of land use/city planning
maps of different Canadian cities. This activity will be done in groups to minimize the work load
for individuals. Students will be asked to determine the natural factors affecting the planning of
that city (connecting it to previous strands as well which discuss the different vegetation/landform
regions of Canada). Students will also be asked to identify and explain the necessity of different
community needs visualized on the map (i.e. residential areas, industrial sectors etc). Students will
record their groups analysis in a provided worksheet which will be linked below.
The activity is designed to create a low-stress and collaborative environment that
encourages the retention of both visual literacy skills as well as geographic concepts. It is also
meant to connect the geography classroom to the real space around them and get them thinking
about geography in their daily lives.
Goal: Students will be asked to analyze land use maps
A1.4 interpret and analyse data and information relevant to their investigations, using various
tools, strategies, and approaches appropriate for geographic inquiry
A1.5 use the concepts of geographic thinking when analysing and evaluating data and information,
formulating conclusions, and making judgements about geographic issues relating to Canada
E3.3 analyse a land-use map or official plan for a specific community, and describe the spatial
significance of the community’s land-use pattern
Goal: Students will be asked to determine what environmental factors affect the land use
plan they are analyzing
E3.2 explain how the natural environment may influence land-use patterns within the built
environment
Goal: Students will be asked to identify and explain the necessity of different community
needs visualized on the map
E3.1 analyse the characteristics of different land uses in a community, and explain how these
characteristics and their spatial distribution affect the community
Goal: Students will record their groups analysis in a provided worksheet
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as
appropriate for the audience and purpose
A1.9 use appropriate terminology when communicating the results of their investigations
Student Success Criteria:
-
I will have actively participated in group work
I will have recorded my groups analysis in the provided worksheet
My group and I will have identified at least 5 natural factors affecting the land use pattern
of the provided map
My group and I will have identified and explained at least 5 community needs present on
the provided map
Land Use Maps Examples:
https://www.toronto.ca/wp-content/uploads/2017/11/97fe-cp-official-plan-Map18_LandUse_AODA.pdf
https://www.brockton.ca/en/dobusiness/resources/Publications_Plans_and_Reports/OPReview/Schedule-A---Land-Use--May-18_2017.pdf
https://www.gov.mb.ca/mao/map_landusedev/index.html
Resources:
https://libguides.bham.ac.uk/asc/visualliteracy#:~:text=Visual%20literacy%20is%20a%20set,cre
ate%20images%20and%20visual%20media.&text=A%20visually%20literate%20individual%20
is,of%20shared%20knowledge%20and%20culture.
http://www.edu.gov.on.ca/eng/curriculum/secondary/canworld910curr2013.pdf
Worksheet:
Name: ___________________________
Date: ____________________________
Group Members: ____________________________
Land Use Map: ______________________________
Natural Factors Affecting Land Use:
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Community Needs Present:
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