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Space – The Final Frontier Unit. Visual Literacy Resource using Four Resource Model Teacher Notes Image library. Four Resource Model.

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space the final frontier unit
Space – The Final Frontier Unit
  • Visual Literacy Resource using Four Resource Model
  • Teacher Notes
  • Image library
four resource model
  • Code breaker – resources which enable the reader to crack the code of the written or visual text, determine how it works its patterns and conventions, Essentially How do I crack this code?
  • Meaning maker – Resources which enable the reader to access the literal or implied meaning of the text, and utilize his/her socio-cultural background to make meaning. Essentially what does this mean to me?
  • Text user – Resources which enable the reader or viewer to determine and fulfill their role in using texts. Essentially what do I do with this text?
  • Text Analyst – Resources which enables the reader or viewer to critically analyze the construction of the text in terms of the author’s intentions, ideologies, inclusions and omissions. Essentially what does this text do to me?
four resource model focus questions
Four Resource Model Focus Questions

Code Breaker

  • How do I crack this text?
  • How does it work?
  • Is there more than one semiotic system operating here? If so how do they relate?
  • What are its codes and conventions?
  • How do the parts relate singly or in combination?

Meaning Maker

  • How are the ideas in this text sequenced – do they connect with one another?
  • Is the text linear or non-linear interactive or non-interactive?
  • Does this change the way in which I make meaning?
  • What prior knowledge might help (hinder) me make meaning?
  • How will my purpose for reading/viewing and the context in which I am reading/viewing influence my meaning-making?
  • Are there other possible meanings of this text?

Text User

  • What is the purpose of this text and what is my purpose in using it?
  • How have the uses of this text shaped it s composition?
  • What should I do with this text in this context?
  • What will others do with this text in this context?
  • What are my options or alternatives after reading/viewing?

Text Analyst

  • What kind of person(s) with what interests and values produced this text?
  • What are the origins of this text?
  • What is the author/producer of this text trying to make me believe or do?
  • What beliefs or positions are dominant in this text?
  • What beliefs or positions are silenced in this text?
  • What do I think about the way this text presents these ideas and what alternatives are there?
  • Having critically examined this text what action am I going to take?
codes and conventions of still images
Codes and Conventions of Still Images

Codes of Still Images


  • Quality, thick, thin, heavy, light.
  • Type: vertical, horizontal, doorway, right angle, diagonal, jagged, curved.
  • Actual or Implied


  • Denotes the object,
  • Recognition of outline

Form or Juxtaposition:

  • How things are placed in relation to one another.


  • Opacity, transparency, placement

Conventions of Still Images


  • Dominance or balance among codes, colour, line, shape and form


  • How the eye is led through the image.


  • Dominance or balance among objects in the image through value (where the object is placed), salience (how the viewers attention is attracted) and framing (focusing of attention).

(Michele Anstey, and Geoff Bull, 2006)

teacher notes
Teacher notes
  • It is critical to allow students time to reflect on the questions and to formulate answers.
  • Small group discussion will often produce a range of responses that can be considered.
  • In presenting these slides I always show the complete set of pictures before beginning the focused analysis. This allows some thinking time before the questions are posed.
  • Displaying the pictures around the classroom also stimulates discussion prior to the learning experience.
  • Each slide has a set of focus questions attached to it. Teachers may choose from any of the slides or analyze all of them.
complied by jo bates
Complied by Jo Bates
  • Kippa-Ring State School