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008 150319s2015 cau fs 000|0|eng|d
020 9781119063391|q(e-book)
020 9781119063384|q(pbk.)
040 StDuBDS|beng|cStDuBDS|dStDuBDSZ|dUkPrAHLS
050 4 LC1201
082 04 371.90460973|223
245 00 Looking and learning :|bvisual literacy across the
disciplines /|cedited by Deandra Little, Peter Felten,
Chad Berry.
260 San Francisco :|bJossey-Bass,|c2015.
300 104 pages
490 1 New directions for teaching and learning ;|v141
505 0 EDITORS NOTES 1 Deandra Little, Peter Felten, Chad Berry
1. Teaching Visual Literacy in the Astronomy Classroom 7
Anthony Crider An astronomy professor describes how he
teaches students to read and write images, diagrams, and
plots to teach visual literacy skills along with a deeper
understanding of how images are used to understand and
explain in the field of astronomy. 2. Learning to See the
Infinite: Teaching Visual Literacy in a First-Year Seminar
Course 19 Michael S. Palmer This chapter describes an
interdisciplinary first-year seminar course designed to
develop students visual literacy skills and includes an
overview of the course and a discussion of the efficacy of
the instructional interventions, as well as a timeline and
description of the specific learning activities used to
help students learn to see the infinite. 3. Sociology
through Photography 31 Katherine Hyde This chapter
explores how photography can inspire and cultivate
sociological mindfulness through two sets of assignments
that highlight the complexity of visual representations of
social identity and guide sociological inquiry. 4. Seeing
Is the Hardest Thing to See: Using Illusions to Teach
Visual Perception 43 Cedar Riener A cognitive science
professor explains how he uses optical illusions to teach
visual perception in ways that encourage students to
change their perspectives about how vision works, and in
the process begin to question their assumptions about how
knowledge is constructed in a variety of disciplines. 5.
How to Navigate an Upside-Down World: Using Images in the
History Classroom 53 Steven S. Volk This chapter explores
the challenges and benefits of working with images in a
history classroom, including the complexity of helping
students use images as historical evidence, ways in which
close readings of images can help students develop deep
attention, and how work with images can be done in a way
that accommodates all students, including those with
limited or no sight. 6. Teaching Film and Filmmaking in a
Second Language 67 Alison J. Murray Levine This chapter
describes a pedagogical approach that blends theory and
practice in upper-level French film classes, and that has
objectives, design, and assignments applicable to many
contexts in which instructors might want to engage with
visual material. 7. Learning to and from the Visual
Critique Process 77 Phillip Motley A professor of visual
communications examines the ways visual critique can
benefit students in art, design, or visual communication
fields, as well as those in a range of other courses where
interpreting or creating visual images is a crucial part
of course content. 8. Teaching Visual Literacy across the
Curriculum: Suggestions and Strategies 87 Deandra Little
This final chapter highlights seven general suggestions
and strategies as a quick guide to effective practice for
faculty (and others) working to develop visual literacy in
classrooms and across the curriculum. INDEX 91
506 1 200 annual accesses.|5UkHlHU
650 0 Inclusive education|zUnited States.
650 0 Visual literacy|zUnited States.
650 0 Special education|zUnited States.
700 1 Little, Deandra.
700 1 Felten, Peter.
700 1 Berry, Chad.
830 0 New directions for teaching and learning ;|v141.
856 40 |uhttps://www.vlebooks.com/vleweb/product/
openreader?id=Hull&isbn=9781119063391|zGo to ebook
921 200 credits
936 Askews
