Visual Literacy Strategies Employed by Preschool, Kindergarten, and First Grade Teachers in Their Classrooms

Lauren Boudo

Melissa Fava

Shari Kovel

Shannon Stamm

Kim Zimmerman

Abstract

Visual literacy is defined by Wileman (as stated in Stokes) as “the ability to ‘read’, interpret and understand information presented in pictorial or graphic images.” In our collective experiences as teachers of emergent readers, we have learned to employ a variety of instructional techniques to teach literacy skills to our students. This paper describes the qualitative research study that we conducted to investigate the attitudes, methods and materials preschool, kindergarten and first grade teachers have of visual literacy. A survey was given to teachers in five school districts in order to assess a variety of respondents. Results proved that teachers employ similar visual literacy strategies in their classrooms. Also, that more information and training is needed to fully incorporate visual literacy strategies in the curriculum.

Introduction

Our interest in visual literacy stems from our collective classroom experiences in teaching emergent literacy skills to preschool, kindergarten and first grade children. Students at these grade levels come to us as both non- and emergent readers. Their world is filled with visual stimuli and as they grow, they need to be able to make sense of it. As educators, we are cognizant that children recognize pictures before they start reading words. With this understanding, we initially wanted to explore how students use visual literacy in the classroom. As we progressed in our discussions, it became apparent that we really needed to focus on how teachers used visual literacy strategies, methods and materials in their classrooms.

The concept of visual literacy seems to be dynamic in nature, since there is no single definition that is commonly used or agreed upon. In researching the subject, we found that defining the term visual literacy has been a source of debate since the concept first took root. Controversy from different sides has led to research in its own right. There exists a group of advocates vying for a literal definition leaning toward the inclusion of only reading and writing, while others seek to include visual literacy in all aspects of communication and education. Researchers, such as Paul Wendt in 1962 (as cited in Braden, 1993) discussed the concept of “the language of pictures” and Colin Turbayne in 1970 (as cited in Braden, 1993) explored the syntax of visual language. He put forth the idea that people can learn “how to see” in the same way that they learn how to respond to words. This concept has been at the core of study for visual literalists ever since. “Because visual literacy precedes verbal literacy in human development, visual learning is the basic building block in the thought process and a critical foundation for learning to read and write” (Stokes, 2000). Visual literacy is a more cognitive approach to literacy. It is about interpreting images for meaning and producing images that effectively communicate the intended message to an audience. Visual literacy includes the group of skills which enable an individual to understand and use visuals for intentional communication with others (Ausburn & Ausburn, 1978). To some extent, visual literacy skills develop automatically, “yet the automatic learning to read visuals tends to be only the lower order thinking skills” (Bamford, 2003). Teachers have to teach students how to access and use visual images.

The essential principle behind the research of visual literacy combines two major approaches. The first is to help learners read or decode visuals through practicing analysis techniques. The second is to help learners write or encode visuals as a tool for communication. The goal of using visuals in the classroom is to enable students to better understand and convey meaning through the use of visual materials. Starting with the youngest students, a teacher can encourage the use of visual literacy materials in the classroom. The extension of visual literacy activities into the curriculum can provide students of all abilities and learning styles opportunities to expand learning. The use of visuals in education aid in comprehension, but should be carefully planned. “Visuals alone do not function to maximize student achievement, visuals can sometimes steer the learner to the exciting or entertaining aspects of presentation, rather than encouraging thoughtful analysis” (as cited in Stokes).

For the purpose of our research we agreed upon using a basic definition (as cited in Stokes) from Wileman “the ability to ‘read’, interpret and understand information presented in pictorial or graphic images.”

Purpose

The purpose of this study was to determine and identify what types of visual literacy strategies, methods and materials were employed by preschool, kindergarten and first grade teachers in their classrooms. Visual literacy has become an important aspect of literacy instruction and learning and while there has been a tremendous amount of research conducted about visual literacy, very little research exists as to what actual strategies teachers are using on a day to day basis in their classrooms.

Research Question

One specific question guided this research project:

What types of visual literacy practices do preschool, kindergarten and first grade teachers employ in their classrooms?

Methodology

Participants

The population for this study was drawn from five school districts in the Northeastern United States . A total of 139 surveys were sent out to participants in twelve schools. These participants were first grade, kindergarten and preschool teachers in three suburban, two rural and seven urban schools. The population selected was considered a convenience sample since all of the participants selected were colleagues of the research team and worked in the same school districts. We received back a total of fifty-nine surveys; thirty-one from the suburban schools, ten from the rural schools and eighteen from the urban schools. Eighty of the participants chose not to send back their surveys. Out of the 59 surveys returned, 25 are preschool teachers, 18 are Kindergarten teachers, 11 are first grade teachers, and 5 are other (see figure 1). This gave us a rate of return of approximately 44%. All of the respondents that returned their surveys were female, although surveys were sent to both male and female teachers. In addition, 19 have been teaching for 0-2 years, 13 have been teaching for 3- 5 years, 9 have been teaching for 6-10 years, 2 have been teaching for 11-15 years, 2 have been teaching for 16-20 years, 7 teachers have taught for 21-25 years and 7 have taught for 26+ years. (see figure 2)

Data Collection

A survey created by the research team was used for each of the participants. The survey consisted of three open-ended questions, ten attitude questions based on a five point Likert scale and questions based on a four point Likert scale regarding visual literacy strategies, methods and materials. The survey also included a section on the demographics of each participant. The surveys were distributed to each participant in the twelve schools and collected anonymously as so to preserve confidentiality.

Data Analysis

Data were analyzed using qualitative methodology. Surveys received from teachers were the sole source of data. The data were inputted into a spreadsheet that included all of the information gathered from each survey and displayed on various pie graphs. Every attempt was made to preserve confidentiality.

Findings

Our findings from the surveys proved to be interesting. It appears that the majority of respondents employ similar visual literacy strategies in their classrooms. We have divided the findings of our survey into three sections following the survey format.

Open Ended Questions

Question 1: What students do you feel would benefit from the use of visual literacy strategies? Why?

The majority of the teachers surveyed suggested that almost all students can benefit from visual literacy in the classroom. Teachers agreed that the visual learner will benefit from “seeing what is being taught rather than just hearing what is being taught”. Teachers suggested that visual representation of a concept will help students picture what the teacher expects. One teacher writes in her survey, “All students would benefit from visual literacy because the development of visual literacy is fundamental to normal human learning. Students that are visual learners would benefit the most.” Another teacher wrote, “These visual literacy strategies create interests and provide students with a picture that they can relate meaning to.”

Question 2: In what subject areas would you use visual literacy strategies?

Teachers suggested they would use visual literacy in all areas across the content areas, including Language Arts, Math, Science, Social Studies, and Cooking. Every teacher agreed that visual literacy strategies can be used significantly in the everyday classroom. Visual literacy is not something that is confined to a particular discipline or area of the curriculum. Rather it is something that should be taught from the youngest age and involves the intelligent consideration of images from a multitude of sources (Bramford, 2003).

Question 3: What is your definition of visual literacy?

Teachers had varied responses to their own definition of visual literacy.

The responses centered around these themes:

Any kind of graphic organizer, visual display, drawing, chart, model or printed words, even books constitute visual literacy
Visual Literacy encourages participation for non-traditional readers to be actively involved in literature in their own way, ‘Literacy for all’
Using visual aides to comprehend the meaning of words and/ or text”
Strategies that children use to support their learning allowing children to be successful and finding a way to decode unfamiliar word parts
Visual literacy is a strategy which includes providing visual clues to the learner in a print rich environment (word walls, books, charts)

Attitude Questions

On the ten attitude questions, participants selected from five different choices, rating their feelings from 5 which is strongly agree to 1 strongly disagree.

The majority of the participants strongly agreed that visual literacy is an important part of learning.
The majority also looked for opportunities to use visual literacy strategies in the classroom.
Many participants neither agreed nor disagreed that traditional literacy methods (i.e Phonics) are the most effective way to teach.
The majority of the participants felt that they did not receive adequate training in the use of visual literacy.
More than half of the participants felt that they could benefit from additional training in visual literacy strategies. (see figure 3)
Opinions were evenly distributed about the adequate tools/funding in order to support visual literacy strategies within the classroom.
Eighty six percent of the participants include visual literacy in their classroom.
Most of the participants feel that they did not have enough time to employ visual literacy strategies in their daily instruction. (see figure 4)
About 2/3 of the teachers surveyed encouraged families to support visual literacy learning at home.
Almost all teachers agree or strongly agree with the fact that their classroom environment is visually appealing to students.

All the teachers felt that visual literacy was important; however, they felt they had little training in utilizing visual literacy strategies as a means of instruction. Cecelia Box and John Cochenour felt that professionals cannot take for granted that people either understand or practice visual literacy strategies even though they know it’s important. “Education of teachers in visual literacy must begin in programs of education.”

Teachers also felt that they did not have enough time to plan or employ visual literacy into daily classroom instruction. “The use of visuals in education, although consistently shown to aid in learning, must be carefully planned” (Stokes, 2001). Teachers must be thoughtful that the use of visual literacy does not interfere with the intent of the lesson.

Strategies, Methods and Materials

Teachers rated the amount they used or displayed visual literacy tools or techniques in the classroom.

Art Materials

Out of all the art materials used in the classroom, drawings, crayons, and paintings were the most popular method of enhancing visual literacy skills in the classroom. Clay, sculptures, dioramas, and quilts are used sometimes or never in the classroom.

Visual Aides

The most popular visual aids utilized in the classroom of the teachers surveyed were posters. Teachers almost always use charts, posters, picture schedules, graphs, pictographs, Venn diagrams, picture word walls, and job charts. Teachers sometimes or never use murals, KWL’s, timelines, line graphs, and pie graphs as visual aides.

Literature

In the category of literature, teachers surveyed almost always make use of illustrations, big books, and environmental print. Teachers often use felt boards, symbols, and picture dictionaries. Out of all the literature methods, teachers sometimes or never use still photos, magazines and sequence pictures.

Technology

When using technology in the classroom, teachers often incorporate computers into learning in the classroom. Forty-seven out of 59 teachers often make use of computer games and digital cameras in the classroom. A surprising quantity of teachers agreed that they never use Smart Boards, Power Point, Web quests, Cyber Lessons, E-books, or Kidspiration.

Multi-Media

Teachers surveyed chose songs as a device they always use in the classroom. Videos are sometimes used as a visual literacy tool. Teachers established that they sometimes use videos as a teaching tool. Films, television, film strips, and overhead transparencies are never used in the classroom.

Dramatization

Body language is used the most as a dramatization teaching apparatus. Teachers sometimes use plays and dances. The majority of the teachers surveyed never use Readers Theater or puppets as classroom instruction. Twenty-five teachers never use plays as a means of instruction in the classroom, 29 teachers sometimes use plays as a teaching tool in the classroom, and the other teacher’s either often or always use plays in the classroom.

Assessment

The assessment most commonly used by classroom teachers is picture rubrics. Ten teachers always use picture rubrics, 7 teachers often use them, 12 teachers sometimes use picture rubrics, and 30 teachers never use them. Picture behavior charts: 9 teachers always use picture charts, 7 often, 16 sometimes, and 26 never use picture behavior charts. Picture checklists were not used very often in the classroom. Six teachers always use picture checklists, 7 teachers often, 19 teachers sometimes use picture checklists, and 26 teachers never use them.

Limitations

Due to our use of convenience sampling for our participants, we sent out a limited number of surveys. While our rate of return was approximately 44%, we feel this study would have more validity if our initial number of participants was greater. We also were working under time constraints that prevented us from using a more in depth surveying method. Furthermore, some of the respondents neglected to complete all sections of the survey, resulting in incomplete data.

Further Research Questions

Which visual literacy strategies are most effective in increasing student learning?
Does visual literacy have an impact on reading comprehension?
Do students that receive visual literacy instruction perform better on standardized test?

Conclusion

“Once people understand that visual communication and visual messages dominate our lives, they soon come to realize that such a powerful mode of communication should not be left to chance, nor should it be reasonably assumed that all people come naturally equipped with the kind of visual communication skills which are necessary for functioning in today’s world”(Box and Cochenour 1995). In this information age, it is necessary to teach students how to interpret the visual world around them. Visual literacy is a critical life skill that must be developed. By evaluating teacher’s attitudes and practices, teachers will be able to revise and improve their own instruction to meet the needs of all students. When teachers were asked which students benefit from visual instruction, almost every teacher said all students. If all students benefit, then all teachers should be using this practice in their classroom. School systems should look more closely at their curricula to ensure that visual literacy strategies are included.

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