Visual-Based Literacy Strategies as Equitable Classroom Practice

• In Event: Millennium Hotel Roundtable Session 5
  In Roundtable Session: Digital Texts and Digital Talk: Tracing Online Reading and Writing Practices

Abstract

The purpose of this descriptive case study is to examine the ways visual-based literacy strategies served as equitable practice in support of English learners comprehension of complex text. We designed and implemented a visual based curriculum for six upper elementary and middle school classrooms that privileged visual and multimodal texts and yielded measurable student learning outcomes such as the products of Talking Drawings, Prove-It, and Visual Thinking Strategy lessons. Pattern analysis of observation field notes and student learning products including curriculum exit tickets indicate the visual curriculum was effective for creating a context for risk taking where students were able to cite evidence to support their claims and engage in accountable talk.

Authors

• Marva Cappello, San Diego State University

• Nancy T. Walker, University of La Verne