Investigating visual literacy development through advertisements: a case of Grade 7 English Language Teaching in Mount Frere District, Eastern Cape
- Authors: Mbuqe, Zolile Patrick
- Date: 2020
- Subjects: Visual literacy , English language -- Study and teaching -- Audio-visual aids , Second language acquisition -- South Africa , English language -- Study and teaching -- Activity programs , Advertising -- Study and teaching , Visual learning , English language -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/143458 , vital:38248
- Description: Although the Curriculum and Assessment Policy Statement lists visual literacy as one of the aspects of English First Additional Language in Grades 4-12, many teachers face challenges in teaching it. This study aimed to investigate visual literacy development through advertisements. Drawing on Cultural Historical Activity Theory, this qualitative intervention designed two research phases in which data was collected and analysed. The first phase, a pre-intervention, included lesson observation, analysis of documents and post-lesson semi-structured interviews. Based on Phase One findings and using advertisements as an entry point in developing visual literacy, Phase Two occurred at a change laboratory workshop and engaged eight teachers with the dynamics of meaning making and teaching. This data was analysed using elements of social semiotics and Serafini’s resource practices. The key findings are that despite low visual literacy understanding and practices, rigorous formative intervention indicated advancement in teachers’ understanding of visual literacy. In addition, through this intervention, teachers developed agency in dealing with schooling adversities such as lack of resources and knowledge hence further formative intervention research in visual literacy is recommended for both EFAL subject advisors and teachers.
- Full Text:
- Date Issued: 2020
- Authors: Mbuqe, Zolile Patrick
- Date: 2020
- Subjects: Visual literacy , English language -- Study and teaching -- Audio-visual aids , Second language acquisition -- South Africa , English language -- Study and teaching -- Activity programs , Advertising -- Study and teaching , Visual learning , English language -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/143458 , vital:38248
- Description: Although the Curriculum and Assessment Policy Statement lists visual literacy as one of the aspects of English First Additional Language in Grades 4-12, many teachers face challenges in teaching it. This study aimed to investigate visual literacy development through advertisements. Drawing on Cultural Historical Activity Theory, this qualitative intervention designed two research phases in which data was collected and analysed. The first phase, a pre-intervention, included lesson observation, analysis of documents and post-lesson semi-structured interviews. Based on Phase One findings and using advertisements as an entry point in developing visual literacy, Phase Two occurred at a change laboratory workshop and engaged eight teachers with the dynamics of meaning making and teaching. This data was analysed using elements of social semiotics and Serafini’s resource practices. The key findings are that despite low visual literacy understanding and practices, rigorous formative intervention indicated advancement in teachers’ understanding of visual literacy. In addition, through this intervention, teachers developed agency in dealing with schooling adversities such as lack of resources and knowledge hence further formative intervention research in visual literacy is recommended for both EFAL subject advisors and teachers.
- Full Text:
- Date Issued: 2020
Investigating the interplay between Grade 9 learners’ home visual literacy and their development of school visual literacy in English First Additional language classrooms
- Authors: Mnyanda, Lutho
- Date: 2017
- Subjects: Visual literacy , Digital literacy , Action theory , Culturally relevant pedagogy , English language -- Study and teaching -- Foreign speakers -- Case studies , English language -- Study and teaching -- Foreign speakers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50191 , vital:25966
- Description: Visual literacy is one of the critical aspects that English First Additional Language teachers and learners battle with. The focus of this investigation was on developing learners’ performance in visual literacy and helping teachers improve teaching practice. This thesis reports on efforts in developing critical visual literacy in two Grade 9 classrooms; a rural and a township school in the King William’s Town District in the Eastern Cape. The research spread over four week, spending two weeks at each school as an ethnographic researcher, being assimilated to the culture of the each school. In understanding the kind of visual knowledge that these learners brought from home between the rural-urban divide, the learners displayed an interest in visual literacy, used the necessary language and appeared to design certain visual materials around the school. Data was collected in the form of questionnaires that learners filled, informal Facebook conversation screenshots, as well as the researcher’s field notes. Learner focus group discussions were conducted, tape recorded and transcribed. Two lessons each were observed with the two teachers, and these were recorded and transcribed. A camera was used to take shots in the classroom to show the interaction between the teachers and the learners. Also, semi-structured interviews were held with each teacher and these were recorded and transcribed. The data revealed that there were no major differences between rural and urban school learners. However, the research has provided a valuable insight into the mismatch between home visual literacy practices and school visual literacy teaching. The learners’ digital visual literacy practices were far ahead than those of the teachers who are not able to capitalise on these visual skills; the cultural capital that learners bring to school. Learners also displayed a low reading culture but the medium for reading has shifted considerably and learners developed communication skills through digital technology. Teacher agency in the classroom revealed that teachers need to first engage with the cognitive functions of the visual images that they teach by the prevalence of low level questions that they ask. Moreover, there is a place for translanguaging in visual literacy lessons. These indicate important areas for teacher development to promote the emergence of transformative agency.
- Full Text:
- Date Issued: 2017
- Authors: Mnyanda, Lutho
- Date: 2017
- Subjects: Visual literacy , Digital literacy , Action theory , Culturally relevant pedagogy , English language -- Study and teaching -- Foreign speakers -- Case studies , English language -- Study and teaching -- Foreign speakers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50191 , vital:25966
- Description: Visual literacy is one of the critical aspects that English First Additional Language teachers and learners battle with. The focus of this investigation was on developing learners’ performance in visual literacy and helping teachers improve teaching practice. This thesis reports on efforts in developing critical visual literacy in two Grade 9 classrooms; a rural and a township school in the King William’s Town District in the Eastern Cape. The research spread over four week, spending two weeks at each school as an ethnographic researcher, being assimilated to the culture of the each school. In understanding the kind of visual knowledge that these learners brought from home between the rural-urban divide, the learners displayed an interest in visual literacy, used the necessary language and appeared to design certain visual materials around the school. Data was collected in the form of questionnaires that learners filled, informal Facebook conversation screenshots, as well as the researcher’s field notes. Learner focus group discussions were conducted, tape recorded and transcribed. Two lessons each were observed with the two teachers, and these were recorded and transcribed. A camera was used to take shots in the classroom to show the interaction between the teachers and the learners. Also, semi-structured interviews were held with each teacher and these were recorded and transcribed. The data revealed that there were no major differences between rural and urban school learners. However, the research has provided a valuable insight into the mismatch between home visual literacy practices and school visual literacy teaching. The learners’ digital visual literacy practices were far ahead than those of the teachers who are not able to capitalise on these visual skills; the cultural capital that learners bring to school. Learners also displayed a low reading culture but the medium for reading has shifted considerably and learners developed communication skills through digital technology. Teacher agency in the classroom revealed that teachers need to first engage with the cognitive functions of the visual images that they teach by the prevalence of low level questions that they ask. Moreover, there is a place for translanguaging in visual literacy lessons. These indicate important areas for teacher development to promote the emergence of transformative agency.
- Full Text:
- Date Issued: 2017
An investigation into the visual literacy skills of Black primary-school children from an informal settlement in Cape Town, with particular reference to visual imagery in educational textbooks
- Authors: Griffiths, Corona Gracelyn
- Date: 1997
- Subjects: Textbooks Illustrations , Visual literacy , Literacy -- South Africa , Visual literacy -- South Africa , Visual communication , Black people -- Education (Primary) -- South Africa , School children -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2403 , http://hdl.handle.net/10962/d1002199 , Textbooks Illustrations , Visual literacy , Literacy -- South Africa , Visual literacy -- South Africa , Visual communication , Black people -- Education (Primary) -- South Africa , School children -- South Africa
- Description: This thesis provides evidence that learning difficulties some. black primary-schoolchildren may experience with certain textbooks, can be attributed, in part, to the visual text (imagery). These difficulties were established by eliciting responses from educationally dlscfdvantaged urban black primary learners to selected examples of visual texts using the Research Interview method. To further establish if these difficulties were attributable either to poorly executed/unrecognizable visual text, or to low levels of learned educational visual literacy skills - white primary-school children were also interviewed - as it was anticipated that they would be familiar with Western pictorial material due to their consistent exposure to books from an early age. The difficulties experienced by the black interviewees were attributed mainly to their level of learned pictorial perceptual skills and to a lesser extent to poorly/inadequately illustrated visual texts. It was found from interviews with the developers of visual texts - publishing personnel and illustrators - that the former were not entirely certain e.xactly which aspects of visual text were difficult for black primary learners to comprehend, while the latter were generaUy very uncertain. The procedure for visual text development by the developers (including textbook authors), was found to be problematic due to the lack of synthesis and consultative decision making in the process- between these persons. The limited time allocated to illustrators for producing visual text, as well as their professional isolation, were found to be factors which can give rise to ineffective and inadequate visual texts. Most publishers and authors, if they trial (field-test) materials, generally do not trial the visual text. The visual text is usually decided upon ultimately by the poblishers and produced after trialling and/or consultants have examined the written text. Consequently incongruent meanings and inconsistencies can result between written and visual text, which can affect the learning effectiveness of the composite text. Trialling (field-testing) of visual and written text together, was recommended to identify and address any difficulties experienced by learners prior to final publication of the textbook. Recommendations were provided for textbook selection committees, authors, teachers, publishers and illustrators.
- Full Text:
- Date Issued: 1997
- Authors: Griffiths, Corona Gracelyn
- Date: 1997
- Subjects: Textbooks Illustrations , Visual literacy , Literacy -- South Africa , Visual literacy -- South Africa , Visual communication , Black people -- Education (Primary) -- South Africa , School children -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2403 , http://hdl.handle.net/10962/d1002199 , Textbooks Illustrations , Visual literacy , Literacy -- South Africa , Visual literacy -- South Africa , Visual communication , Black people -- Education (Primary) -- South Africa , School children -- South Africa
- Description: This thesis provides evidence that learning difficulties some. black primary-schoolchildren may experience with certain textbooks, can be attributed, in part, to the visual text (imagery). These difficulties were established by eliciting responses from educationally dlscfdvantaged urban black primary learners to selected examples of visual texts using the Research Interview method. To further establish if these difficulties were attributable either to poorly executed/unrecognizable visual text, or to low levels of learned educational visual literacy skills - white primary-school children were also interviewed - as it was anticipated that they would be familiar with Western pictorial material due to their consistent exposure to books from an early age. The difficulties experienced by the black interviewees were attributed mainly to their level of learned pictorial perceptual skills and to a lesser extent to poorly/inadequately illustrated visual texts. It was found from interviews with the developers of visual texts - publishing personnel and illustrators - that the former were not entirely certain e.xactly which aspects of visual text were difficult for black primary learners to comprehend, while the latter were generaUy very uncertain. The procedure for visual text development by the developers (including textbook authors), was found to be problematic due to the lack of synthesis and consultative decision making in the process- between these persons. The limited time allocated to illustrators for producing visual text, as well as their professional isolation, were found to be factors which can give rise to ineffective and inadequate visual texts. Most publishers and authors, if they trial (field-test) materials, generally do not trial the visual text. The visual text is usually decided upon ultimately by the poblishers and produced after trialling and/or consultants have examined the written text. Consequently incongruent meanings and inconsistencies can result between written and visual text, which can affect the learning effectiveness of the composite text. Trialling (field-testing) of visual and written text together, was recommended to identify and address any difficulties experienced by learners prior to final publication of the textbook. Recommendations were provided for textbook selection committees, authors, teachers, publishers and illustrators.
- Full Text:
- Date Issued: 1997
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