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02944aam a2200373Ii 4500 001 8F1AC5F0EB7B11EB93BE284041ECA4DB 003 SILO 005 20210723010030 008 190614s2019 enkab b 000 0 eng d 020 $a 9781475840117 020 $a 147584011X 020 $a 1475840101 020 $a 9781475840100 035 $a (OCoLC)1104469044 040 $a YDX $b eng $e rda $c YDX $d CUY $d OCLCF $d ZCY $d CBY $d SHH $d PSC $d YDXIT $d UCW $d SILO 043 $a n-us--- 050 4 $a LB1068 $b .N49 2019 082 04 $a 370.15/23 $2 23 100 1 $a Newman, Mark, $d 1948- $e author. 245 10 $a Visual literacy : $b reading, thinking, and communicating with visuals / $c Mark Newman and Donna Ogle. 264 1 $a London : $b Rowman & Littlefield, $c [2019] 300 $a xiv, 183 pages : $b illustrations, maps ; $c 23 cm 504 $a Includes bibliographical references (pages 173-181). 505 0 $a Understanding visual literacy -- Understanding visuals -- Working with visuals as texts -- Combining the visual and verbal -- Visuals as learning aids -- Creating visuals -- Visual literacy and English language learners -- Visual literacy for students with special needs. 520 $a "Visual Literacy examines how teachers can use visuals to improve learning for all students. It provides teachers with a foundation in visual literacy, defined as the ability to read, think, and communicate with visually presented information. Results of studies of students' using visual information indicate that most students are clearly lacking in the tools needed to use visuals effectively. The book orients teachers to visual literacy and the world of visuals. It discusses various classroom tested strategies and activities for all students, including second language learners, and students with special needs. Stressing visual literacy skills helps students understand a visual more deeply so they can master the content they are learning. Teachers will learn to employ a literacy triad of reading, thinking, and communicating to aid students in their study of visuals. First, they inquire into the visual, reading it for content and context, including assessing the authenticity of the document. Second, they think about the document by analyzing, interpreting, and evaluating it to come up with answers to their inquiry. Graphic organizers help students decipher the content and understand the meaning of the visual document, connecting it to prior and future instruction. Third, they communicate their findings using visuals."-- $c Provided by publisher. 650 0 $a Visual literacy $z United States. 650 7 $a Visual literacy. $2 fast $0 (OCoLC)fst01168036 651 7 $a United States. $2 fast $0 (OCoLC)fst01204155 700 1 $a Ogle, Donna, $e author. 941 $a 2 952 $l OPAX566 $d 20220128010325.0 952 $l UNUX074 $d 20210723014913.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=8F1AC5F0EB7B11EB93BE284041ECA4DB 994 $a Z0 $b NIUInitiate Another SILO Locator Search