Unpacking visual literacy for early years learners

Barton, Georgina (2016) Unpacking visual literacy for early years learners. Practical Literacy: the Early and Primary Years, 21 (1). pp. 6-8. ISSN 2204-3667


Reflecting back on my teacher training in English there was limited information presented on how to interpret modes other than language, such as image and sound. I do recall one course or subject on media literacy where we would discuss fervently a range of advertising materials - our lecturer always saying that 'sex' sells! Moving through to the present, my experience in studying and working in the arts, and in particular music and visual art, has allowed me to apply this knowledge and understanding when interpreting the current Australian Curriculum: English. However, it is not the case for all teachers of English particularly if limited training or professional development has been provided on the comprehension and composition of multimodal texts.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: No
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 11 Feb 2018 23:59
Last Modified: 06 Feb 2019 23:40
Uncontrolled Keywords: teachers; training; English language; storytelling in education; visual literacy, early childhood education
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
URI: http://eprints.usq.edu.au/id/eprint/33681

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