Don't Take It on Face Value: A Review of Visual Literacy Research

• In Event: 34.036 - The Promise and Reality of Technological Tools in Support of Literacy and Language Teaching and Learning

Abstract

This study primarily investigated the impact of visual graphics on K-12 students’ learning across disciplines. By employing Methodological Quality Indicators (MQIs), we synthesized 44 pre-screened articles. Findings distinguished three types of visual graphics: author-provided, student-completed, and student-generated. Findings reveal simply using graphics do not guarantee positive learning effects. To promote students’ learning, teachers should provide support to guide multiple skill acquisition to integrate multimodal text information.

Authors

• Daibao Guo, Boise State University

• Wendi Kamman Zimmer, Texas A&M University - College Station

• Sharon Diane Matthews, Texas A&M University - College Station

• Erin M. McTigue, Texas A&M University - College Station