The Visual Literacy Framework
The Visual Literacy Framework provides a progressive sequence to enhance competency in multilingual learners. It includes strategies for reading content, analyzing, synthesizing, and communicating ideas. The framework is structured according to WIDA proficiency levels, guiding teachers in supporting students' needs effectively. Through modeling, group activities, and discussions, students develop visual literacy skills and cultural awareness.
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Presentation Transcript
The Visual Literacy Framework A progressive learning sequence for all learners A progressive learning sequence for all learners Xiaoning Chen and Mark Newman How can students move to higher levels of competency over time? How can teachers chart student progress over time? How can teachers ensure the individual needs of all students are met?
The Visual Literacy Framework Strategies for multilingual learners Strategies for multilingual learners Stages of Visual Literacy with Multilingual Learner Support WIDA Levels 1. Pre-read access prior knowledge pre-teach vocabulary identify provenance examine/pose questions using sentence stems 2. Read for content identify pertinent information manage information using graphic organizer answer, pose questions using sentence stems 3. Analyze/ synthesize Synthesize findings using graphic organizer Evaluate findings create thesis using sentence stems 4. Communicate Develop answer using graphic organizer create answer using sentence stems present findings 1. Entering little or no English 2. Emerging limited proficiency in speaking, listening, reading, and writing 3. Developing some understanding of academic content and can complete limited academic tasks at grade level 4. Expanding complete more academic tasks at grade level 5. Bridging complete academic tasks with more independence 6. Reaching complete academic tasks independently
The Visual Literacy Framework Multilingual learners: Reading for content Multilingual learners: Reading for content How it works with an example Basic Teacher modeling thinking steps and visual literacy strategies (e.g., the rule of thirds) for the whole group Explicitly addressing the cultural symbol and its meaning if necessary Students working in small groups to complete the partially filled graphic organizer (e.g., who, when, where, what, and how) Answering questions posed by the teacher using provided word bank and sentence stems Summary: Photograph shows half-length portrait of two girls wearing banners with slogan "ABOLISH CH[ILD] SLAVERY!!" in English and Yiddish, one carrying American flag; spectators stand nearby. Probably taken during May 1, 1909 labor parade in New York City. Retrieved from http://hdl.loc.gov/loc.pnp/ppmsca.06591
The Visual Literacy Framework Multilingual learners: Reading for content Multilingual learners: Reading for content How it works with an example Proficient Student think, pair, share facilitated by teacher: What steps do you take to make sense of the photo? What are applicable visual literacy strategies? Students working in small groups/pairs to complete the graphic organizer (e.g., who, when, where, what, and how) & research the cultural symbol if needed Answering questions posed by peers and raising additional questions with the support of word bank and sentence stems Summary: Photograph shows half-length portrait of two girls wearing banners with slogan "ABOLISH CH[ILD] SLAVERY!!" in English and Yiddish, one carrying American flag; spectators stand nearby. Probably taken during May 1, 1909 labor parade in New York City. Retrieved from http://hdl.loc.gov/loc.pnp/ppmsca.06591
