A Latent Class Analysis of Elementary Teachers Use of Visual Literacy Strategies (Poster 40)

• In Event: AERA Poster Session Eleven
  In Poster Session: A Latent Class Analysis of Elementary Teachers' Use of Visual Literacy Strategies

Abstract

To support 21st century literacy skills in children, teachers must have content knowledge in visual literacy pedagogy. To examine the cluster of instructional practices, we collected a sample of 388 U.S. elementary teachers self-reported visual literacy practices through an online survey. Using latent class analysis, we identified subgroups on the patterns of knowledge-based (beginning and proficient) and application-based practices (emergent, developing, target). Findings showed the classification of each subgroup was influenced by the enrollment of professional organizations and the current grade level of teaching. Results highlighted the need to provide explicit visual literacy instruction that addressed students’ higher-order learning skills.

Authors

• Julianne M. Coleman, University of Alabama
  Presenting Author

• Daibao Guo, Boise State University
  Presenting Author

• Luxi Feng, Wells Fargo
  Non-Presenting Author