M.Ed. / The underlying reason for this study was to establish the role that media and communication may play in the solution of the problem of visual illiteracy. The object of this study was basically to indicate that with the use of proper communication and appropriate media, visual illiteracy may be eliminated. Chapter One sets out the aims of the study,- clarifies some of the relevant terminology, states the problems within Geography at secondary level and indicates the frame of reference for this study. Chapter Two concentrates on the didactic perspective with specific reference to the didactic triangle. Factors which influence the didactic situation, were discussed. Chapter Three mainly concerns media with its diversity of attributes. The common functions of media; media and symbol systems; the development of cognitive skills; the content of cognitive skills; the interaction between symbol systems and cognitive processes, different kinds of media and deterrents to media usage are discussed. Chapter Four comprises a discussion of the didactic situation, and its principles; the aim of education; theories of conveying content; the classroom as didactic space; communication within the didactic situation; the focus and context principle; functionalizing; the dimensions of comprehension; the improvement of skills and symbols of cartography. Different kinds of media for teaching Geography at secondary level are also suggested. It furthermore reflects the conclusion of the study; states recommendations and suggests possible fields of study. The conclusions reached in this study are the following: 1. A prerequisite for attaining pre-knowledge is mastering the cognitive skills which depend on isomorphic symbols, elements, codes, concepts and constructs of media; 2. Salomon refers to the schemata of the pupil. The author would like to state that this is meant in the singular form. Closer to reality, one would find that within one universal schemata, several sub-schematas would have to exist. 3. All the aforesaid cannot be possible without the pupil reaching visual literacy, which starts at birth. Any further development depends on factors such as the socioeconomic setting in which the pupil was raised; the level of cognitive stimuli the pupil received and various others. 4. Media and communication plays a pivotal role in the development of visual literacy. The following recommendations may be made: 1. It is recommended that TV viewing by the pupil in the secondary phase should be limited because of the fact that the pupil does not get adequate practise in developing his semantic skills while watching the icons on TV and negating the digital symbols. 2. Educators should plan their lessons in such a way that the pupil is able to move from known facts to the unknown, also known as the inductive to deductive method. By doing so, it would be much easier for the pupil to internalize the facts and knowledge conveyed to him. 3. Educators should furthermore lead the pupil in perceptual discrimination in such a way that this process becomes an automatism.

Multimodal theory has developed out of social semiotics and can be seen as a response to the rise in the use of new technologies for the creation, distribution and consumption of media texts and the need to find new ways of describing and explaining their role in representation and communication. Its development is historical. It is a response to change over time. The incorporation of the visual into social semiotics marks a key moment in the development of multimodal theory. Visual literacy is discussed in relation to changes in modes of representation and a critique of this concept is provided. This is conducted in relation to how the visual modality has been integrated into social semiotics as a platform for research into multimodal communication more generally. Framing is developed along three main lines of enquiry (semiotic, cognitive and affective) as alternative ways of accounting for some of these shifts in communication and each are presented in the form of case studies. Framing and its close relationship with composition in media texts is discussed and this understanding, one that emphasise proximity as a multimodal principle, is applied to the visual design of content, the realisation of context through the provision visual cues, and later to embodiment and urban space. The three case studies, the application of framing to a range of media texts, the critical judgements made about the role visual in contemporary theory and the application of these concepts to multimodality are presented as part of an intellectual journey.

Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / With changes in technology over the past decades, literacy now requires receiving and transmitting information using various, multiple media. Recognizing the need for students to be literate in more the traditional areas of reading and writing, professional organizations and states have set standards for English/language arts related to non-print literacy, including visual literacy. Yet, it has been unclear how secondary English/language arts teachers feel about the mandate to teach non-print literacy, if they understand what is expected of them in teaching non-print literacy, and if they indeed are teaching concepts related to comprehension and production of information in non-text format. This study attempts to discover teachers’ attitudes toward, understanding of, and use of visual literacy concepts through a survey of secondary English/language arts teachers in three counties in central Kansas. Based on the information from the responses to the survey, secondary English/language arts teachers in central Kansas have received little formal training in teaching visual literacy and that their informal training consists mainly of discussions with colleagues and independent study. Because they have received little training, most respondents see teaching visual literacy as secondary to teaching traditional literacy rather than as an integral part of such instruction. The state of Kansas has several standards relating to teaching non-print text. Yet, the emphasis on state and national tests is on print text. As a result, secondary English/language teachers surveyed know little about what it means to teach visual literacy. Training in how to incorporate visual literacy instruction with traditional literacy instruction, how to set outcomes for visual literacy and how to assess those outcomes are necessary if standards related to non-print text are to be addressed in secondary English/language arts classes across the state. While English/language arts pursue training in visual literacy on their own, teachers-preparatory institutions and public school systems also have a responsibility to see that English/language arts teachers know how to help their students become literate, not only in traditional literacies but also in non-traditional literacies such as visual literacy.

M.A. (Applied Linguistics) / The aim of this study is to point out how visual literacy can enhance the learning process, especially relating to study by means of distance education. The concepts of literacy and visual literacy are defined and discussed. Special attention is paid to the concept of academic literacy and what it entails. The conclusion is reached that visual literacy's an integral part of literacy as traditionally defined, and that no-one can be truly literate in the media-oriented society in which we live, without being visually literate. The concept of distance education is explored and recent developments at Technikon SA are outlined,as well as difficulties experienced by students who study through distance education. The discussion is focused on reasons why students enter the tertiary education system under prepared and why levels of visual literacy are generally very low. The pictorial approach to the design and production of study material for distance education is explained and discussed. Various visual elements of study material are discussed with regard to the promotion of leaning and the development of visual literacy. Recommendations are made pertaining mainly to the design and production of study material at Technikon SA. Low levels of visual literacy tend to be overlooked in current development of study material. The process of visual literacy development should be integral to the objectives of study material design.

In Life Sciences Education, the use of educational external representations (ERs) such as diagrams, models and animations are increasingly appearing in learning and teaching resources. However, their effectiveness is limited if learners experience learning difficulties due to lack of visual literacy and spatial ability skills to work with ERs. The study explored the level of visual literacy of 225 Grade 10 Life Sciences learners in cytology across six secondary schools in Pretoria, Gauteng. It was theorised that ERs need to be integrated in the Life Sciences curricula to develop learners’ visual literacy and spatial ability skills. With this theory, the study aimed to explore the visual literacy of Grade 10 Life Sciences learners and the influence of gender and school location on the visual literacy and spatial ability skills of the learners. Through a quantitative research method a Life Sciences visual literacy questionnaire and a spatial ability test were used to collect data. Collected data was analysed descriptively and inferentially through Statistical Package Social Sciences Version 23. The results showed that most Grade 10 Life Sciences learners lack average visual literacy skills. Furthermore, the results showed that gender doesn’t play a role on the learners’ performance in visual literacy skills as both genders performed equally in both tests, On the other hand, the results showed that the location of the school (urban, rural or township) has an effect on the learners’ performance in visual literacy skills. Teachers need to incorporate different ERs that would stimulate different senses and which will also enhance learners’ visual literacy and spatial ability skills in their lessons. A conclusion and some recommendations for future research are given. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / MEd / Unrestricted

This dissertation focuses on text-image conceptual models for literary interpretation and composition in the digital age. The models investigate an interactive blend of textually-based linear-sequential approaches and visually-based spatial-simultaneous approaches. The models employ Gestalt-inspired figure-ground segregation models, along with other theoretical models, that demonstrate the dynamic capabilities of images as conceptual tools as well as alternate forms of text. The models encourage an interpretative style with active participants in openended, multi-sensory meaning-making processes. The models use the flexible tools of modern technology as approaches to meaning-making with art strategies used for research strategies as well as a means to appreciate reading and writing in the context of an increasingly visual environment.

Multimodal theory has developed out of social semiotics and can be seen as a response to the rise in the use of new technologies for the creation, distribution and consumption of media texts and the need to find new ways of describing and explaining their role in representation and communication. Its development is historical. It is a response to change over time. The incorporation of the visual into social semiotics marks a key moment in the development of multimodal theory. Visual literacy is discussed in relation to changes in modes of representation and a critique of this concept is provided. This is conducted in relation to how the visual modality has been integrated into social semiotics as a platform for research into multimodal communication more generally. Framing is developed along three main lines of enquiry (semiotic, cognitive and affective) as alternative ways of accounting for some of these shifts in communication and each are presented in the form of case studies. Framing and its close relationship with composition in media texts is discussed and this understanding, one that emphasise proximity as a multimodal principle, is applied to the visual design of content, the realisation of context through the provision visual cues, and later to embodiment and urban space. The three case studies, the application of framing to a range of media texts, the critical judgements made about the role visual in contemporary theory and the application of these concepts to multimodality are presented as part of an intellectual journey.

Given our ability to communicate quickly and effectively through visuals such as signs and pictures, it is not surprising that graphical messages now permeate our technology-oriented culture. Magazines, television, and computers integrate text and graphics to convey information. As teachers of writing, we need to study and understand these visually enhanced texts, because they have become the standard for communication in our society. Beyond this, we should learn how to teach students about visual literacy and document design so that they can effectively interpret these visually enhanced texts and create documents that use visuals and words together; this will also prepare students for college writing and workplace writing. Naturally, there exists some uncertainty surrounding the inclusion of these ideas in first-year composition. First-year writing is already difficult to teach because colleges expect us to foster critical reading, critical thinking, and critical writing skills in students from a wide variety of disciplines. Compounding these challenges are large class sizes and shrinking budgets. However, many scholars assert that visual thinking is an essential part of the learning process and must be included in writing courses. Specifically, some scholars suggest that we should integrate visual literacy and document design into first-year composition courses to help students create effective documents for college and the workplace. This thesis explores the scholarship surrounding visual literacy, document design, and professional writing in first-year composition. The project underscores the importance of using students' visual thinking processes to help them organize and present information in college writing and beyond. / Master of Arts

This study investigates the effects of clustering or format of presentation (categorized and uncategorized lists), level of color realism of graphics (color pictures, black and white pictures and line drawings), and age (10 year old, 16 year old and adults) on the pictorial recall memory among students in Malaysia. Three hundred sixty students of three age groups were randomly assigned to one of the six stimulus treatments (categorized color, uncategorized color, categorized black and white, uncategorized black and white, categorized line drawing, and uncategorized line drawing). There was a significant interaction effect between age and cluster, F (2, 342) = 9.07, p < 0.0001). Simple main effects test shows that among 10-year olds, significant difference exists between the mean recall of pictures in categorized lists and uncategorized lists. More pictures in the categorized lists were recalled than in the uncategorized ones. However, the mean recall of pictures between the categorized and uncategorized lists among 16-year olds and adults did not differ significantly. Interaction between age and color realism was also significant, F (4, 342) = 2.93, p < 0.021). Simple main effects test indicates that among 10-year olds and adults, the mean number of items recalled differed significantly under each level of color realism. Pairwise comparison shows that among 10-year olds and adults, color pictures were recalled significantly better than both black and white pictures and line drawings. The mean number of items recalled between black and white pictures and line drawings however, was not significantly different. It was concluded that color pictures or illustrations are recalled better than black and white pictures and line drawings, and that categorized lists of pictures are recalled better than the uncategorized lists. / Ph. D.

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