Visual Literacy

Visuals play a role in instruction. One, they provide a concrete referent for ideas – they have a resemblance to the things they represent. Two, they motivate learners by attracting their attention. Three, they simplify information that is difficult to understand. And four, they serve as a redundant channel in which learners are given a chance to comprehend visually what otherwise they might miss verbally.

As found in this link from the North Central Regional Educational Laboratory website, Visual literacy is defined as the ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning. Visual literacy can be developed through input strategies (decoding) and output strategies (encoding). In decoding visuals, many variables affect how a learner decodes a visual. Age, race, culture, etc. may all play a role in how visuals could be decoded. Focus should be given on how encoding could be taught as a skill to teachers as well as to the teachers’ students. With this skill down pat, teachers ensure legibility in their visuals, reduce effort by students in making sense of the visuals, increase engagement to appeal to the audience, and focus attention to the message of their visuals.