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RESEARCH PRODUCT
Visual Literacy From the Perspective of the VTS Method
Aija JäppinenKatri-helena Rautiainensubject
oppiminen05 social sciencesPerspective (graphical)Visual literacy050301 educationLinguisticsestetiikkavisual thinking strategiessystematikkaComputingMilieux_COMPUTERSANDEDUCATIONtaxonomy for learning0501 psychology and cognitive sciencesvisuaalinen lukutaitoPsychology0503 educationmultimodaalisuus050104 developmental & child psychologydescription
The purpose of this article is to investigate visual literacy from the perspective of the VTS (Visual Thinking Strategies) method. The authors examine the viewpoints of seven American elementary school teachers on visual literacy and its meanings in the context of the VTS method. Data collection was done using a semi-structured questionnaire, which was followed by theory-driven content analysis. The authors emphasize that when supporting holistic development in a teaching context, it is the interconnected nature of aesthetics, growth and the learner’s learning which is more important than developing special skills, like visual literacy. In the teaching context visual literacy and language development should be acknowledged in pedagogy and research. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2017-06-19 |