What are the shifts taking place in literacy between text and visual elements?
Visual aids were created to reaffirm a topic learned in class or to enhance the teaching after all the students learned all the facts. The idea of using visual aids as a supporting character of the lesson plan does not have a defined purpose but to only clarify any student’s misunderstanding. The inquisitive mind of the child remained static as he only takes more erasable data.
Images, now are the new method of inquiry to modify the cognizance of a child from a static to an active, inquisitive mind. The visual aid is now the primary teacher, and the teacher becomes only the guide for the students to discover old or new ideas. The use of new technology in the classroom allows teachers to explore new teaching methods and students can manipulate them using touch screen digital equipment. It is amazing that we can turn images 360 degrees in all directions.
How can visual literacy be taught and integrated into CCSS instruction?
The beauty of images is that they are used at any grade level. The goal is to develop the mind of the child into an exploratory mind by placing challenging questions that the student’s mind can answer when their reasoning skills start acting.
In the Next Generation Science Standards (NGSS), students are required to elevate their thinking by moving them up the depth of knowledge(DOK) inquiry. Students are given a set of images with the purpose of inciting questions that range from recalling accessible information (i.e., the door is red) to make estimations, to explain science phenomena or to design theories.