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Visualize This!. Exploring and Creating Visual Text for your Content A rea. “Images are all around us, and the ability to interpret them meaningfully is a vital skill for students to learn.”. Thibault and Walbert , Learn NC. What is Visual Literacy?.

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visualize this

Visualize This!

Exploring and Creating Visual Text

for your Content Area

“Images are all around us, and the ability to interpret them meaningfully is a vital skill for students to learn.”

Thibault and Walbert, Learn NC

what is visual literacy
What is Visual Literacy?

Visual literacy is the ability to see, to understand, and ultimately to think, create and communicate graphically.

applying visual literacy skills
Applying Visual Literacy Skills
  • Visual literacy allows the viewer to gather the information and ideas in an image, place them in context, and determine whether they are valid.
  • These skills can be applied to any type of image:

Photographs, paintings and drawings, graphic art, films, maps, and various kinds of charts and graphs

related reading anchor standards
Related Reading Anchor Standards

Print and Graphic Texts


RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it;

    • cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  • RI.2 – Determine central ideas or themes of a text and analyze their development;
    • summarize the key supporting details and ideas
  • RI.7 – Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

W.1 – Write arguments to support claims in an analysis for substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.2 – Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.3 – Write narrative to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.6 – Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

write into the day

Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Write Into The Day
  • How do you currently implement standard RI.7 in your classroom?
  • How do you envision implementing standard RI.7?
  • What are some of the visual texts you know?
  • With partner, discuss and capture on chart paper, to be shared.
agenda for the day
Agenda for the day
  • Analyzing images – how do you do that?
  • Writing about images – how do you do that?
  • Where do you create images?
  • Where would your content provide opportunities to explore this kind of literacy?
analyzing images from content areas
Analyzing images from content areas
  • Gallery walk of content images posted around the room.
  • Invite analysis via post-it notes
Applying. . .
  • How could you teach students to analyze this type of image?
  • What images could your students process and/or create?
considerations for teaching visual literacy
Considerations for Teaching Visual Literacy:
  • 1) Understanding the three areas of visual literacy
  • 2) Understanding that the purposes for reading visual text are different from that of verbal text
time for modeling
Time for modeling. . .
  • Strategies for analyzing an image - based on audience’s content areas
what are infographics
What are Infographics?
  • According to Wikipedia, Infographics, or information graphics, are graphic, visual representations of information, data or knowledge.
  • According to PC Magazine, Infographics are used worldwide and can be found in every discipline. They include road maps, street signs and even technical drawings.
infographics continued
Infographics continued:
  • According to Dave Gray’s blog, Infographics:
    • Are visual information that helps you readily understand, find or do something.
    • Can integrate words and pictures in a dynamic way.
    • Are usually stand-alone documents that are completely self-explanatory.
    • Make it possible to integrate information more rapidly.
    • Are universally understandable.
Infographics. . .
why infographics
Why Infographics?

Infographics make information accessible to a wide range of readers/non-readers:

  • Very young children
  • Visual learners
  • ELLs
  • Struggling readers
  • Infographics and integrated texts are integral elements of online media.
teaching strategies
Teaching Strategies:

1. Discuss the purpose of different types of infographics. Ask students what is the topic of a given infographic. What is the infographic’s purpose?

2. Focus on one type of infographic at a time. Ask students what the components of the infographic are? How does each component contribute to the overall purpose?

teaching strategies cont
Teaching Strategies, cont.:

3) Have students collect and analyze different infographics from various sources. Which conveys information best? Why is one infographic better than another? Do various infographics have anything in common?

4) Co-develop a rubric of components with students.

5) Have students revise an infographic to make its more effective.

6) Start collecting a library of exemplars.

examine content specific examples and lesson plans
Examine content-specific examples and lesson plans
  • From the NY Times:

Social Studies

Science and Health

ELA/Fine Arts

additional examples
Additional Examples
  • Follow this link, then click on “EXAMPLES of visual literacy”
  • For more complex visualizations, click on
  • A Periodic Table of Visualizations and hover
  • over each element to display it.
more examples
More Examples:
  • Additional samples to interpret with students can be found here (only about 20 links are still valid).
  • Sabrina Back’s Infographics Board on Pinterest
exploration time
Exploration time. . .



reminders for students
Reminders for students:
  • Keep it simple
  • An infographic shows highlights and summaries; it uses just enough information to make meaning
  • Sketch a rough draft first
  • Have a friend interpret the rough draft before you start digital work
wrap up
Wrap Up. . .
  • Bring back to content area
  • Reflection
  • Matching infographics to text structures
  • Explore
find image for poster
Find IMAGE for poster
  • Sabrina – world geography
  • Maggie – Art
  • Lisa – Science
  • Gerald – Math
  • Kristen – Argument/Advertising
  • Jennifer – Immigration (Ellis Island)
  • Images (full size) to Lisa by May 15th –