LEADER 05396nam 2200685 450 001 9910460223403321 005 20210618214505.0 010 $a1-119-06342-6 010 $a1-119-06339-6 035 $a(CKB)3710000000375283 035 $a(EBL)1896029 035 $a(SSID)ssj0001559262 035 $a(PQKBManifestationID)16185931 035 $a(PQKBTitleCode)TC0001559262 035 $a(PQKBWorkID)14820143 035 $a(PQKB)10400260 035 $a(MiAaPQ)EBC1896029 035 $a(Au-PeEL)EBL1896029 035 $a(CaPaEBR)ebr11033617 035 $a(CaONFJC)MIL770161 035 $a(OCoLC)904979124 035 $a(EXLCZ)993710000000375283 100 $a20150330h20152015 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aLooking and learning $evisual literacy across the disciplines /$fDeandra Little, Peter Felten, Chad Berry, editors 210 1$aSan Francisco, California :$cJossey-Bass,$d2015. 210 4$dİ2015 215 $a1 online resource (107 p.) 225 1 $aNew Directions for Teaching and Learning,$x1536-0768 ;$vNumber 141 300 $aDescription based upon print version of record. 311 0 $a1-119-06338-8 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aLooking and Learning: Visual Literacy across the Disciplines; CONTENTS; FROM THE SERIES EDITOR; EDITORS' NOTES; References; 1 Teaching Visual Literacy in the Astronomy Classroom; Visual Literacy in Higher Education; Astronomy and Visual Literacy; Types of Visuals in Astronomy; Reading Visuals in Astronomy; Learning to Read Images; Learning to Read Diagrams; Learning to Read Plots; Writing Visuals in Astronomy; Learning to Write Images; Learning to Write Diagrams; Learning to Write Plots; Synthesizing Visuals into Presentations 327 $aConclusion: Visual Literacy as a Component of Information Literacy References; 2 Learning to See the Infinite: Teaching Visual Literacy in a First-Year Seminar Course; Overview; Timeline of Visual Literacy Activities; Week A; Week B; Week C; Week D; Week E; Week F; Week G; Week H; Week I; Week J; Summary; References; 3 Sociology through Photography; Overview; Photography and Self-Expression; Self-Portraits; Other-Self Portraits; Photography and Sociological Inquiry; Sociological Analysis of Family Photographs; Using the Camera as a Research Tool; References 327 $a4 Seeing Is the Hardest Thing to See: Using Illusions to Teach Visual Perception Count the Black Dots; This Is Not a Checkerboard; Tabletops; Concluding Thoughts; Reference; 5 How to Navigate an "Upside-Down" World: Using Images in the History Classroom; Meaning Making and Images in the History Classroom; Images and Pedagogy: Deep Attention; Images and Universal Design: Bringing Everyone In; Conclusion; Note; References; 6 Teaching Film and Filmmaking in a Second Language; Objectives; Course Design, Assignments, and Scaffolding; Sample Course Module Design: Framing and Composition 327 $aTools and Technical Notes Assessment/Results; References; 7 Learning-to and from-the Visual Critique Process; Introduction; Origins of Critique; Pedagogy; Three Types of Critique; Critiquing Professional Work; Critiquing Peers; Self-Critiques; Challenges and Best Practices; Practical Issues; Cognitive Issues; Interpersonal Issues; Conclusion; References; 8 Teaching Visual Literacy across the Curriculum: Suggestions and Strategies; Consider Carefully How Visual Analysis or Creation Helps Students Meet Your Learning Goals and Objectives 327 $aPlan Assignments or Classroom Activities That Align with Your Goals or Outcomes Consider the Ways in Which Experts and Novices "See" Differently; Scaffold Assignments to Help Students Develop Visual and Disciplinary Expertise; Model Professional Integrity for Image Use, and Help Students Understand Current Ethical and Legal Practices; Make Visual Literacy a Long-Term Part of Your Teaching Practice, and Work Steadily over Time to Develop the Skills and Resources You Need to Help You Teach and Your Students Learn; Consider Ways to Share What You and Your Students Learn with Others; Note 327 $aReferences 330 $aIn this volume, the authors focus on the importance of inclusive teaching and the role faculty can play in helping students achieve, though not necessarily in the same way. To teach with a focus on inclusion means to believe that every person has the ability to learn. It means that most individuals want to learn, to improve their ability to better understand the world in which they live, and to be able to navigate their pathways of life. This volume includes the following topics: best practices for teaching students with social, economic, gender, or ethnic differences adjustments to the 410 0$aNew directions for teaching and learning ;$vNumber 141. 606 $aVisual literacy 606 $aVisual learning 608 $aElectronic books. 615 0$aVisual literacy. 615 0$aVisual learning. 676 $a370.155 702 $aLittle$b Deandra 702 $aFelten$b Peter 702 $aBerry$b Chad 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460223403321 996 $aLooking and learning$92265828 997 $aUNINA