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Common Core in Action: 10 Visual Literacy Strategies

Common Core in Action: 10 Visual Literacy Strategies
Do you wish your students could better understand and critique the images that saturate their waking life? That’s the purpose of visual literacy (VL)—to explicitly teach a collection of competencies that will help students think through, think about, and think with pictures. Standards Support Visual Literacy Instruction Visual literacy is a staple of 21st century skills, the idea that learners today must “demonstrate the ability to interpret, recognize, appreciate, and understand information presented through visible actions, objects, and symbols, natural or man-made.” Putting aside the imperative to teach students how to create meaningful images, the ability to read images is reflected in the following standards. Common Core State Standards CCSS.ELA-Literacy.RH.6-8.7: “Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.” National Council of Teachers of English Standards video What do you notice? Final Frame

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Teaching Information Literacy Now Last week, a new study from Stanford University revealed that many students are inept at discerning fact from opinion when reading articles online. The report, combined with the spike in fake and misleading news during the 2016 election, has school librarians, including me, rethinking how we teach evaluation of online sources to our students. How can we educate our students to evaluate the information they find online when so many adults are sharing inaccurate articles on social media? Visual Thinking Strategies Overview of Aesthetic Development In his 1997 article Thoughts on Visual Literacy, Philip Yenawine describes visual literacy as “…the ability to find meaning in imagery. It involves a set of skills ranging from simple identification (naming what one sees) to complex interpretation on contextual, metaphoric and philosophical levels. Many aspects of cognition are called upon, such as personal association, questioning, speculating, analyzing, fact-finding, and categorizing.

The Great Question Press Why should teachers nurture potent questioning skills and behaviors? As a practical matter, students need to be able to read between the lines, infer meaning, draw conclusions from disparate clues and avoid the traps of presumptive intelligence, bias and predisposition. They need these thinking skills to score well on increasingly tough school tests, but more importantly, they need these skills to score well on the increasingly baffling tests of life . . . how to vote? how to work? how to love? how to honor? Anticipation Guides Classroom Strategies Download a Graphic Organizer Blank Anticipation Guide Word Doc (120 KB)PDF (125 KB) Background An Anticipation Guide is a strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic.

Information Literacy for Littlies From the time they are born children are innately curious and as soon as they are able to articulate the words, they ask questions so they can make the connections they need as they try to make sense of their world. As the nearest adult we try to help them with the answers. When the child comes to school they know they are going to learn to read not only so they can enjoy stories for themselves but also so they can answer their own questions. So how can we help them do this right from the get-go? Can we do more than just allowing them access to the non fiction section of the library?

“Calling BS”: Watch Lectures for the College Course Designed to Combat the Bullshit in our Information Age This past January, we highlighted a syllabus for a tentative course called "Calling Bullshit," designed by two professors at the University of Washington, Carl Bergstrom and Jevin West. The course--also sometimes called "Calling Bullshit in the Age of Big Data"--ended up being offered this spring. And now you can see how it unfolded in the classroom.

Visual Thinking Strategies Research and Theory Abigail Housen developed rigorous research methods based on her work with VTS over several decades, and informed by her studies over a wide range of settings and with diverse populations. This section introduces three of the primary data collection methods used in Abigail Housen’s research. The Aesthetic Development Interview (ADI) is a core tool used in her empirical research from which she derived her Stage Model of Aesthetic Development, and which continues to be used today to measure aesthetic stage and stage growth. Both the Writing Sample and the Material Object Interview tools were used in subsequent research examining the impact of VTS and Aesthetic Development on critical thinking. Aesthetic Development Interview

Useful Tips on Writing Essential Questions written by: Keren Perles • edited by: Wendy Finn • updated: 9/11/2012 Essential questions can make the lesson planning process more effective, but many teachers struggle to write quality essential questions for their lessons. Read on for a step-by-step guide to writing essential questions. 1. Choose the Main ConceptThe first step to writing essential questions is to write down the main concept that you are trying to teach your students. Thinking about Thinking: The Power of Noticing According to Einstein, “Education is not the learning of facts, but the training of the mind to think.” I completely agree that learning to think should be one of the essential goals of education, but as I wrote in an earlier post, many of the tasks we set for kids and the scaffolds we teach them to use don’t really seem aimed at fostering thinking as much as completing those tasks. In that post, I offered an example of what a lesson focused on actual thinking might look like. And here, I’d like to take a deeper look at what we really mean by thinking and how we actually do it.

School Libraries Cultivate Digital Literacy As school libraries lose funding and staff, they're looking for ways to help people understand what they do and how it impacts student learning. And in an age where digital literacy and information access skills reign, the librarian plays an important role, said Mary Barbee, coordinator of media services and technology training at Gwinnett County Public Schools in Suwanee, Ga. Each school in the district has certified librarians and paraprofessionals in the media center. “We are fortunate to be in a district that values media centers and media programs and the role of a professional educator as a media specialist,” she said. In Georgia, library staff members work with teachers to mix digital literacy into the curriculum. Digital literacy skills

21st Century Skills: Museums, Libraries The IMLS Project Team and Task Force considered the list of skills commonly referred to as "21st Century Skills" and modified it slightly to better align with library and museum priorities.1 The resulting list includes the following additions: Basic Literacy, Scientific & Numerical Literacy, Visual Literacy, Cross-Disciplinary Skills, and Environmental Literacy. Not every skill on this list will be aligned with every institution’s vision and mission.

ubdeducators - Transfer Demand Rubric Transfer Demand Rubric In Chapter 3 of Understanding by Design, "Gaining Clarity on Our Goals," Wiggins and McTighe suggest the following rubric to "self-assess and peer review the design of any assessments purporting to involve true application with authentic challenges." This rubric may help wiki users assess their own unit plans as well as those of others and give us all a common framework we can use for discussion.

7 Ways to Inspire Divergent Thinking in the Classroom The world is unpredictable. The corporate ladder is now a maze, which means our students will need to think divergently. In this article, we explore how to integrate divergent thinking into our everyday classroom practices.

A Skill Strong Readers Share Students in classrooms across the United States spend an estimated 85 percent of their school day on assignments that require reading texts. A key difference between students who can read well and those who cannot is the ability to use metacognition. Metacognition can be regarded as a conversation readers have with themselves about what they are reading.

This resource is useful for teachers in engaging students in visual literacy activities. by aaron_literacy_resources_collection Jun 22

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