Graphicacy communicating through reading and writing graphics
Download
1 / 20

Graphicacy : Communicating Through Reading and Writing Graphics - PowerPoint PPT Presentation


  • 103 Views
  • Uploaded on

Graphicacy : Communicating Through Reading and Writing Graphics. Virginia AER. Presented by Lucia Hasty, MA Braille Authority of North America Tactile Graphics Committee Chair March 3, 2010. Importance. How it relates to literacy When to start teaching graphicacy.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Graphicacy : Communicating Through Reading and Writing Graphics' - colton


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Graphicacy communicating through reading and writing graphics

Graphicacy: CommunicatingThroughReading and Writing Graphics


Virginia aer
Virginia AER

Presented by

Lucia Hasty, MA

Braille Authority of North America

Tactile Graphics Committee Chair

March 3, 2010


Importance
Importance

  • How it relates to literacy

  • When to start teaching graphicacy


When introducing tgs
When Introducing TGs …

  • recognize the developmental level of reader

  • verify reader’s grasp of basic concepts

  • assess experience in interpreting symbolic representation


Experience makes the greatest impact on success of reading a tg
EXPERIENCE makes the greatest impacton success of reading a TG



As one- to two-year olds begin to navigate the environment (climb, scoot, roll, walk)

  • receptive language begins to build

  • understanding of orientation to self and to environmentdevelops


Concepts that accompany
Concepts that accompany (climb, scoot, roll, walk)

  • up/down

  • beside/next to

  • above/below

  • behind/in front

  • over/under/on top of

  • in/out


Two-to three- year olds venture further into the environment, increase interaction with it, and develop constancy in space and spatial memory.


New concepts
New concepts: environment, increase interaction with it, and develop constancy in space and spatial memory.

  • hidden, has memory that object was there

  • basic cause and effect

  • name of familiar objects

  • same and different


Behaviors and activities
Behaviors and Activities environment, increase interaction with it, and develop constancy in space and spatial memory.

  • enjoys matching activities

  • begins to name things

  • loves to be read to

  • begins to pretend

  • expressive language development

  • enjoys manipulating objects with purpose (pushes block around and pretends it is a boat)


Tactual perceptual skills
Tactual perceptual skills environment, increase interaction with it, and develop constancy in space and spatial memory.

  • tracking

  • discrimination among similar symbols

  • comparison


Awareness of different views of an object
Awareness of different views environment, increase interaction with it, and develop constancy in space and spatial memory.of an object

  • aerial (bird's eye)

  • cross section

  • frontal view

  • 3-D view


Position in space
Position in space environment, increase interaction with it, and develop constancy in space and spatial memory.

  • overlapping

  • crossing

  • intersecting

  • perpendicular

  • parallel

  • perspective and distance

  • imaginary lines used in 3-D drawing


A system for scanning the graphic
A system for scanning the graphic environment, increase interaction with it, and develop constancy in space and spatial memory.

  • strategy for exploring the graphic

  • systematic searching

  • consistent pattern for exploring

  • reference point

    • to determine progress in exploring

    • verification of details listed in key


HOW environment, increase interaction with it, and develop constancy in space and spatial memory.DO THEY DO IT?

?????

?????

?????

?????

Lucia Hasty 1/2010


How many fingers
How many fingers? environment, increase interaction with it, and develop constancy in space and spatial memory.

Reading braille text is usually done primarily with one finger of one hand, with the other fingers providing support.

Effective graphic reading requires both hands and all fingers.

Developing a consistent system of exploring a graphic is essential.

Lucia Hasty 1/2010


Recognizing the graphic s separate components
Recognizing the graphic's separate components environment, increase interaction with it, and develop constancy in space and spatial memory.

bodykey and legendslabelsheadingsother written informationinterpretation of areas, lines and point symbols


Resources
Resources environment, increase interaction with it, and develop constancy in space and spatial memory.

American Printing House for the Blind

Tactile Treasures

Teaching Touch

On the Way to Literacy Series

Moving Ahead Series

Setting the Stage for Understanding


Creative Adaptation for Learning and National Braille Press environment, increase interaction with it, and develop constancy in space and spatial memory.

  • Let’s Learn Shapes with Shapely CAL

  • Humpty Dumpty and Other Touching Rhymes

  • Book Bag Project

    Hungry Fingers


ad