Visual literacy is the ability to understand and use images including the ability to think, learn and express oneself in terms of images”. Visual displays are effective for enhancing the learning of text information.

1. Presented by
Dr. B. Victor., Ph. D
Email : bonfiliusvictor@gmail.com
Blog: bonvictor.blogspot.com

2. Visual cognition and perception
Visual literacy
Visual thinking
Visual intelligence
Visual tools
Graphs
Graphic organizers
Charts
Potential impact of visual tools

5. VISUAL LITERACY IS….
“…the ability to understand and
use images including the
ability to think, learn and
express oneself in terms of
images”.

6. VISUAL LITERACY IS …
Non-verbal communication.
The use of pictures, graphic
images and verbal symbols
to convey meaning.

7.  90% of all information that comes
into our brain is VISUAL
 40% of all nerve fibers connected to
the brain are linked to the RETINA
 36,000 visual images per hour may be
registered by the EYES
From Brain Based Learning - Eric Jensen,
1996

8. PROOF THAT VISION IS
LEARNED
New born babies learn to distinguish
people by smell in a few days.
Babies learn to discriminate by voice in a
few weeks.
It takes months for a baby to recognize
people by sight.
Visual literacy is a teachable
skill

11. Visual displays can serve as a more effective
alternative to traditional text presentation.
Visual displays are effective for enhancing
the learning of text information.
Visual displays can serve to facilitate
retention of information.
Visual displays facilitate encoding and
retrieval of information

12. VERBAL LITERACY VS
VISUAL LITERACY
Verbal literacy depends on learning
grammar, rhetoric and vocabulary.
Visual literacy is the ability to
understand colour, tone, line,
texture, proportions, boldness,
symmetry, repetition, accent and
media.

13. VISUAL INTELLIGENCE
Visual intelligence is the ability to
appreciate colour , harmony, balance,
symmetry, repetition, direction and so
forth.
People learn visually by observing,
perceiving, watching, connecting,
drawing, showing, communicating and
structuring their thoughts.
The more you’ll learn from what you see and
the more you’ll enjoy life.

14. KNOWLEDGE VISUALIZATION
Sketches
Diagrams
Images
Interactive visualization
Information visualization applications
Imaginary visualization
stories

15. bulletin boards
banners
posters
television
slides
filmstrips
flashcards
transparencies
drama
graffiti
comics
objects
community events

16.  A visual learner takes in information
by seeing it.
 A visual learner needs to see, observe ,
record and write.
 Text diagrams, photographs, charts,
graphs and maps are tools that aid
visual style of learning.

18. Recognize patterns,
Find interrelationships,
Locate interdependences
among and between new
concepts.

27. Teaching Problem –
learning Solving
Investigative Decision
learning Making
Graphic
organizers
Planning
Critical
projects
learning
Evaluating
Writing
Projects
Reports

29.  Nodes represent concepts.
 Lines represent relations
between concepts.
 Labels on the lines
describe the nature of the
relationship.
 Arrow heads indicate
direction of the
relationship.

30. Mind mapping was originated by Tony
Buzan in 1971.
Mind mapping involves writing down a
central idea and thinking up new and
related ideas which radiate out from the
centre. Then looking for branches out and
connections between the ideas.

31.  The ‘Head’ of the fish represents a problem,
issue or project.
 The ‘Ribs’ of the fish represent component
parts of the problem and related elements of
each part.
 It helps to identify, explore and display the
possible causes of a problem.

32. This map is used to brainstorm ideas.
This map is organized by placing the theme
in the center of the map.
Outwardly radiating sub-themes surround the
center of the map.

33. The bubble map is designed for the
process of describing attributes.
Eg. Character traits, cultural traits,
properties, salient features.

34. This map is used for comparing and contrasting
two thinks. Eg. Two characters in story, two
historical figures, two social systems.

35. This map is used for seeking context and
brainstorming .
It has two concentric circles.
In the middle of the circle you put the key
ideas and the out side circle you put
everything you know about those ideas.

36.  It generates ideas, images and
feelings around a stimulus word.
 It enables to group items into
categories and to see patterns in
one’s idea.

37. Cycle attempts to show how
a series of events interacts
to produce a set of results
again and again.

38. This map is used for identifying
whole – part and part- sub part
relationships.
This map supports learners’ spatial
reasoning.

39. Unique traits Unique traits
Shared traits
 A Venn diagram is made of two overlapping
circles.
 It places individual characteristics in either the
left or right sections, and common characteristics
within the overlapping sections.
 It is a graphic organizer used to help students to
analyze similarities and differences between two
things (people, place, events, ideas)

40. It is used to represent the
details of any four events
related to a topic.

41. It is used to represent any
three details / subordinate
categories of a topic.

42. subject Marks
It is used to describe
the details of any two
topics.

43. Flow chart represents the sequence of steps
in producing a product or describes a
process.

44. It displays the key term at the top and
leads down to relate sub-branches of a
concept or an organization or function of
a body.

46. Beginning
It is used to describe
the stages of life
cycle, the steps in a
linear procedure
and the sequence
of events.

49.  Used for
comparing and
contrasting by
placing
individual
characteristics
in either the
left or right
sections. 49

50.  Used to show similarities and differences
between two things (people, places, events,
ideas, etc.).
50

51. K – What we KNOW about the subject.
W - What we WANT to learn.
L - What we LEARNED
H – HOW can we learn more
.
51

52. 52

53.  Use to show positive,
negative, and
interesting attributes
of a subject, concept,
topic, solution, etc., in
order to determine
the nature of the
outcome and whether
it will be worth
continuing or not.

57.  Dart, B & Boulton-Lewis, G (eds) (1998) Teaching and Learning
in Higher Education. Melbourne, Australian Council for
Educational Research.
 Gibbs G & Habeshaw T (1995) 253 Ideas for your Teaching.
Bristol, Technical and Education Services.
 Laurillard, D (1993) Rethinking University Teaching: A
Framework for the Effective Use of Educational Technology.
London, Routledge.
 Weimer, M. (1990). Improving college teaching: Strategies for
developing instructional effectiveness. San Francisco: Jossey-
Bass.
 Sandholtz, J. H., C. Ringstaff, and D.W. Dwyer (1997). Teaching
with Technology: Creating Student-centered Classrooms. New
York, Teachers College Press.

58.  Dr.B.Victor is a highly experienced
professor, recently retired from the reputed
educational institution- St. Xavier’ s
College, Palayamkottai, India-627001.
 He was the dean of sciences, IQAC
coordinator and assistant controller of
examinations.
 He has more than 32 years of teaching and
research experience
 He has taught a diversity of courses and
guided 12 Ph.D scholars.
 send your comments to :
bonfiliusvictor@gmail.com