Artifact+10

Visual Literacy Web Quest

This Visual Literacy Web Quest Project can be downloaded in PDF format.





Lesson Title Visual Literacy Web Quest

Grade level(s) Most students in 7th grade or higher should be able to successfully accomplish the associated tasks. The younger students can be given more flexibility to accommodate a learning curve and the older students can be given more complex tasks in the evaluation phase of the project. Accommodations can be easily made for learning disabilities, difficulties or exceptionalities.

Subject/Concepts/Standards The subject of the web quest revolves around understanding the basics of Visual Literacy, while interweaving the following skills and standards: **SKILL:** Utilizing basic web search functions. **SKILL:** Recognizing and understanding a viable, reliable & valid web resource. **SKILL:** Using said resource to research a subject (Visual Literacy). **SKILL:** Understanding historical perspectives of a subject (Visual Literacy) and applying the knowledge to the theoretical concepts being questioned. **SKILL:** Understanding evaluative perspectives of a subject (Visual Literacy) and applying the knowledge to the creation of a visual element to be later questioned & evaluated critically by peers. **SKILL:** Understanding the principles of evaluation according to the definition(s) Visual Literacy and applying these principles during the creation of visual materials that will be later evaluated by their peers. **SKILL:** Evaluation of student created projects according to the elements of Visual Literacy that students have educated themselves about through research.

**STANDARD:** R11.A.1.3.1: Make inferences and/or draw conclusions based on information from text. **STANDARD:** R11.A.1.3.2: Cite evidence from text to support generalizations. **STANDARD:** 1.2.9.A: Evaluate text organization and content to determine the author’s purpose, point of view, and effectiveness according to the author’s theses, accuracy, thoroughness, and patterns of logic. **STANDARD:** 1.2.9.B: Differentiate fact from opinion using a variety of texts from public documents and all academic content areas by using accurate information and supporting arguments. **STANDARD:** 1.2.9.C: Distinguish between essential and nonessential information across a variety of texts from all academic content areas, identifying bias or propaganda where present. **STANDARD:** 1.2.9.D: Analyze inferences, citing textual support, drawn from a variety of public documents and all academic content area texts. **STANDARD:**1.2.9.E: Read, understand, and respond to essential content in a variety of informational texts and documents across all academic content areas. **STANDARD:** 1.9.9.A: Use media and technology resources to support personal productivity, group collaboration, and learning throughout the curriculum. **STANDARD:** 1.9.9.B: Analyze the techniques of particular media messages. **STANDARD:** 9.1.12.H: Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces. Evaluate the use and applications of materials. Evaluate issues of cleanliness related to the arts. Evaluate the use and applications of mechanical/electrical equipment. Evaluate differences among selected physical space/environment. Evaluate the use and applications of safe props/stage equipment. Evaluate the use and apply safe methods for storing materials in the arts. **STANDARD:** 9.3.12.E: Examine and evaluate various types of critical analysis of works in the arts and humanities. Contextual criticism Formal criticism Intuitive criticism **STANDARD:** 15.3.12.A: Evaluate work product and make recommendations based on content. Reference English Language Arts CC.1.4.11-12.T **STANDARD:** 15.3.12.E: Evaluate chosen print and electronic resources for advanced research. Reference English Language Arts CC.1.4.11-12.U **STANDARD:** 15.3.12.F: Evaluate a speaker’s reasoning and intent; ask questions to deepen understanding. (individual, team, employment, and business). Reference English Language Arts CC.1.5.11-12.G. CC.1.5.11-12.C **STANDARD:** 15.3.12.G: Employ appropriate presentation skills to lead discussions and team activities. Reference English Language Arts CC.1.5.11-12.A **STANDARD:** 15.3.12.H: Evaluate presentations for language, proper techniques and media choices. Reference English Language Arts CC.1.5.11-12.C, CC.111-12.E **STANDARD:** 15.3.12.I: Synthesize information gathered from multiple sources (e.g., digital, print, face to face). **STANDARD:** 15.3.12.W: Collaborate via electronic communication with peers, educators, and/or professionals to meet organizational goals. **STANDARD:** 15.4.12.A: Apply the creative and productive use of emerging technologies for educational and personal success. **STANDARD:** 15.4.12.B: Evaluate the impact of social, legal, ethical, and safe behaviors on digital citizenship. **STANDARD:** 15.4.12.K: Evaluate advanced multimedia work products and make recommendations based on the evaluation.

Analyze Learner- prior experience/expectations Learners should be in the high school grades of 7th through 12th grade. They need to have a basic understanding of computer navigation and using search engines. They should be able to recognize valid data sources, and apply the knowledge they learn. Students will need to self-teach (with assistance) the WEB2.0 tools Wordle & Voki. They will need to apply Visual Literacy Standards to the creation of these tools and then be prepared to defend their creations while being critically evaluated by their peers. Students should be able to work together in partnerships or groups as well as work independently.

Rationale The technology enhances the learning of this concept, by offering more opportunities for research as well as creation of visuals to be critiqued and evaluated according to the standards learned. The technology offers the students more opportunities to explore and be creative.

Assignment Procedures Part 1 - BRAINSTORMING Should take 30 minutes to complete Students will work in a group of 4 Students will follow the project PART 1 steps listed on the wiki and turn in their Web Sources to the teacher before they can move on to the next part. Part 2 - PLANNING Should take 1 class period to complete, and if it is not finished, it can be finished as homework. Students will work in a group of 4 during class and if needed, can finish it independently. Students will follow the project PART 2 steps listed on the wiki and turn in their Table (Statements/Questions) to the teacher before they can move on to the next part. Part 3 - CREATING Should take 1 class period to complete, and if it is not finished, it can be finished as homework. Students will work independently Students will follow the project PART 3 steps listed on the wiki and turn in their Voki & Wordle creations to the teacher before they can move on to the next part. Part 4 - UNDERSTANDING Should take 30 minutes to complete Students will work independently Students will follow the project PART 4 steps listed on the wiki and complete the informal survey assessment. They must then turn in their printed results to the teacher before they can move on to the next part. Part 5 - DISCUSSING Should take 1 class period to complete Students will work independently Students will read the instructions on the wiki in Part 5 in order to understand how they will constructively critique the other students as well as learn how they will be evaluated by the other students. Students will then individually present their created visual to the class, and will be constructively critiqued by the class, based on what they have learned about Visual Literacy and how to apply it. Presenters should be prepared to defend their creative decisions and the class should be prepared to question & evaluated the presented creation critically. Part 6 - INTERACTING Should take 1 class period to complete Students will participate as a class together Students will participate in a live video conference with a professional from the Smithsonian American Art Museum and learn about Visual Literacy by them. They will apply their knowledge of Visual Literacy and be prepared to question the professional in a respectful way.

Project Breakdown **Student Learning Goals** Educational objectives are clear, age appropriate, and measurable. These goals accommodate different learning styles and abilities. See standards listed above

**Project Design** The project is complete, deep, well-scaffolded and adaptable. Students have opportunities to actively engage with the concepts and with technology by creating or designing a product themselves. Part 1, Part 2, Part 3, Part 4, Part 5, Part 6

**Transformative Thinking** Higher level thinking is required to construct new meaning. Part 3, Part 4, Part 5

**Assessment** The teacher employs assessment strategies which directly correlate to educational objectives. The assessment strategies are logical, fair, and clearly articulated. Students reflect on their own experiences and learning. Part 4, Part 5

**Role of Technology** The project's use of technology helps students achieve learning objectives and is both an appropriate and creative use of the medium. The choice and integration of technology is age appropriate and supports different learning styles and abilities. Student learning, thinking and communication skills show improvement as a result of this use of technology. Part 1, Part 2, Part 3, Part 4, Part 6

**Online Experience** There is an online experience; it is relevant to the project and contributes greatly to the learning experience. Part 1, Part 2, Part 3, Part 4, Part 6

**Sample** **Sample reflects the expectations and student goals of the project. Part 3**

Visual Literacy Planning Data Table **Statement / Question to be researched** Visual Literacy is the same as Media Literacy and Digital Literacy. Visual Literacy means being able to read well. Visual Literacy is hard to define, because it is involves a lot of different subjects. Visual Literacy is a new BUZZ word that recent technological innovations have sparked interest in. Visual Literacy is a valuable subject that teachers and students should become more aware of and educated about. The term Visual Literacy was first used by John Debes, in 1980. Visual Literacy standards for education have been around since the 1980’s. What is one definition of Visual Literacy? What is a second definition of Visual Literacy? What does it mean to say “Students who are Visually Literate have a working knowledge of visuals produced or displayed through electronic media”? Who is the ACRL? What is their current approximate number of members? Who wrote in a blog post (May 2008) the following quote? “...the three R’s are no longer enough. Our world is changing fast – faster than we can keep up with our historical modes of thinking and communicating. Visual literacy – the ability to both read and write visual information; the ability to learn visually; to think and solve problems in the visual domain – will, as the information revolution evolves, become a requirement for success in business and in life." Marshall McLuhan wrote the following quote.. "Without an understanding of media grammars, we cannot hope to achieve a contemporary awareness of the world in which we live.” Who is Marshal McLuhan? Which volume of the Journal of Visual Literacy had the article titled “Teaching Interactive Multimedia Design from a Visual Communications Standpoint”, written by Petronio Bendito? What was the main point that the article addresses?

__Link to Visual Literacy Web Quest__

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