Getting the Big Picture: A Content Analysis of Visuals in Elementary School Science and Social Studies Textbooks

• In Event: Critical Issues in Literacy Research 5

Abstract

Existing research demonstrated that graphics in information text could support global comprehension. Furthermore, if we can provide children with explicit instruction, they may be able to derive the benefits of graphics. However, before this line of inquiry can be followed, we must determine the characteristics of graphics in contemporary textbooks. Therefore, this study examined the graphics in third and fifth grade science and social studies textbooks. We coded graphics by type and functions and analyzed the findings via chi-square and post-hoc comparison test. The findings show nine major types of graphics and 54 sub-types. Additionally, the types and functions of graphics significantly differed between the two disciplines. These findings provided significant implications for the fields of disciplinary and visual literacy.

Authors

• Daibao Guo, Boise State University

• Katherine Landau Wright, Boise State University

• Erin M. McTigue, Texas A&M University