LEADER 05919nam 22007332 450 001 9910792095303321 005 20151005020622.0 010 $a1-139-88776-9 010 $a1-139-56383-1 010 $a1-283-61038-8 010 $a1-139-02661-5 010 $a9786613922830 010 $a1-139-55023-3 010 $a1-139-55519-7 010 $a1-139-54898-0 010 $a1-139-55394-1 010 $a1-139-55148-5 035 $a(CKB)2560000000093056 035 $a(EBL)989158 035 $a(OCoLC)811502369 035 $a(SSID)ssj0000757070 035 $a(PQKBManifestationID)11437592 035 $a(PQKBTitleCode)TC0000757070 035 $a(PQKBWorkID)10753937 035 $a(PQKB)10097471 035 $a(UkCbUP)CR9781139026611 035 $a(MiAaPQ)EBC989158 035 $a(Au-PeEL)EBL989158 035 $a(CaPaEBR)ebr10602819 035 $a(CaONFJC)MIL392283 035 $a(OCoLC)810931554 035 $a(EXLCZ)992560000000093056 100 $a20110218d2012|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTeaching, learning, and visual literacy $ethe dual role of visual representation /$fBillie Eilam, University of Haifa$b[electronic resource] 210 1$aCambridge :$cCambridge University Press,$d2012. 215 $a1 online resource (xxiii, 322 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 $a0-521-13586-9 311 $a0-521-11982-0 320 $aIncludes bibliographical references and index. 327 $aCover; TEACHING, LEARNING, AND VISUAL LITERACY; Title; Copyright; Dedication; Contents; Figures; Tables; Foreword: The Role of Visualizations in Learning and Teaching; Preface; Acknowledgments; PART 1: INTRODUCTION; 1: Dualities of Visual Literacy: The Double-Faced Janus Image; The Duality of Teachers' Visual Literacy as Professionals and as Learners Themselves; The Duality of the Signified and the Signifier; The Duality of External and Internal Representations; The Dual Skills for Analyzing Any VR; Dualities Concerning Interpretations of VRs 327 $aThe Duality of Sociocultural and Communicational Lenses on VRsSumming Up These Dualities; Implications of the Duality of Teachers as Learners and as Teachers; Summary and Food for Thought; PART 2: THE STATE OF THE ART IN VISUAL LITERACY AMONG TEACHERS AND STUDENTS IN SCHOOLS AND WITHIN TODAY'S VISUAL CULTURE; 2: A Day in Teachers' Work: Qualitative Research and Case Illustrations on Teaching and Learning with VRs in Today's Schools; Observable VRs in School Collective Spaces; Observed Classroom Uses of VRs; Versatility of VR Functions in Classrooms and Schools 327 $aWhat Observed School Teachers Did Not DoAnother Source of Qualitative Empirical Data on Contemporary Teachers' and Students' Visual Literacy Skills; Summary and Food for Thought; 3: Students' Ideas about VRs Over Development; Children's Implicit Visualization Knowledge; Elementary Students (Grades 1-6) and Textbook VRs; Interviews with Junior High and High School Students' Regarding the Use of VRs in Learning; Summary and Food for Thought; 4: Practicing Teachers' Ideas about VRs and Their Uses 327 $aManipulation and Analysis of a Multimedia Display by Jewish and Arab Teachers Who Are Graduate Students in EducationObservations and Interviews with Jewish and Arab Teachers Practicing in Elementary through High School; Cultural Issues; Summary and Food for Thought; 5: The Emergence of Visual Literacy and the Global Visual Culture; The Changing World; What Is Visual Literacy?; The Visual Culture; Challenges and Needs in Promoting Visual Literacy; Summary and Food for Thought; PART 3: TEACHERS' VISUAL LITERACY PROGRAMS: RATIONALES, LACUNAE, AND PLANNING 327 $a6: The Rationale for Implementing Explicit Visual Education for TeachersThe Complexity of Teaching; Research on Visual Literacy Skill Deficits; A Prerequisite for Teaching Visual Literacy: Pedagogical Content Knowledge; Using VRs to Inform Instruction: A Case Study in Visual Pedagogical Content Knowledge; Summary and Food for Thought; 7: Integration of VRs into Teacher Education Programs: Past, Present, and Future; Past and Present Views of VRs in Teacher Education; Internet Overview of Current Teacher Education Web Sites: Existing Lacunae 327 $aCore Aspects of Current Teacher Education Deserving Explicit Future Incorporation of VRs 330 $aVisual literacy is an increasingly critical skill in a globalizing, digital world. This book addresses the core issues concerning visual literacy in education, underscoring its importance for the instruction of students and educators. Professor Billie Eilam argues that the incorporation of visual skill development in teacher training programs will help break the cycle of visual illiteracy. Understanding the pedagogical benefits and risks of visual representation can help educators develop effective strategies to produce visually literate students. Eilam presents a broad overview of theoretical knowledge regarding visual representation, as well as a discussion of best practices for the use of visual elements in schools. In addition to theory, Eilam includes practical exercises for introducing visual literacy into teacher education, offering strategies for analyzing visualization in curricula and for increasing awareness of visual culture. 517 3 $aTeaching, Learning, & Visual Literacy 606 $aVisual literacy 615 0$aVisual literacy. 676 $a370.15/5 686 $aPSY000000$2bisacsh 700 $aEilam$b Billie$f1946-$01575034 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910792095303321 996 $aTeaching, learning, and visual literacy$93851709 997 $aUNINA