RESEARCH IN VISUAL LITERACY TECHNIQUES

Research in Visual Literacy Techniques: Photographs in the Classroom

Leigh-Ann Danley
University of West Georgia

RESEARCH IN VISUAL LITERACY TECHNIQUES

Title: Pulitzer-Prize-Winning Photographs and Visual Literacy at The University of Montana

Description of the Paper:
The study Pulitzer-Prize-Winning Photographs and Visual Literacy at the University of
Montana examines visual literacy in a case study through the Capture the Moments exhibit of
Pulitzer Prize winning photographs and considers the benefits of introducing Visual Literacy
techniques to engage undergraduate students at the University of Montana. The goal of the
study was to promote visual literacy skills in order to help students enhance their critical thinking
skills into the area of images as well as show that complex issues can be conveyed through visual
images. The study was authored by Tammy Ravas and Megan Stark. Tammy Ravas is an
Assistant Professor at the University of Montana and serves as both the Visual and Performing
Arts Librarian and Media Coordinator. Megan Stark is an Associate Professor at the University
of Montana and serves as a librarian at the Mansfield Library.
Summary of the Review of Literature
The literature reviews in this study focused on defining visual literacy and detailing how
other studies have used visual literacy in class studies that focus on the humanities, specifically
literature and history classes. Ravas and Stark focus on many studies that use photographs in
instruction however they focus on two studies by Barabara Seels, Barbara Good and Louis Berry
that discussed the emotional reactions of students and their relationship to photographs. They
detailed how most college students lack recognition, context, and background understanding of
historical news images; however, this group also found that students tend to have better recall of
emotionally charged news photographs. All of the studies in the literature review look at how

RESEARCH IN VISUAL LITERACY TECHNIQUES

the use of photographic images enhanced instruction and helped the student form better critical
thinking and analysis skills.
Analysis of Methodology:
This case study focused on two sections of the Freshmen Seminar course at the
University of Montanta. The course is designed to promote critical thinking, discourse and class
discussion and the focus is to help student make a successful transition into their academic
classes. Data was collected through the coursework assigned to the students and reflective
exercises at the end of the assignment.
Summary of Results:
The study found that Encouraging the students to examine visual materials under the
information-literacy framework led them to articulate the difficulties of fully, or consistently,
critiquing aspects of our increasingly visual culture (Ravas & Starks, 2012). In summary, they
found that that by using the photographs from the exhibition resulted in discussions that were
rich, thoughtful, and indicated genuine growth in critical thinking (Ravas & Starks, 2012)
My opinion about the research:
I think that the research was extremely interesting, however I was more intrigued about
some of the literature that was included in the literature review. Although the study was from
1999, I found the information from the Seels, Good and Berry study to be interesting when
considering how photographs can help the student have a better recall of information concerning
historical events.

RESEARCH IN VISUAL LITERACY TECHNIQUES

What I learned from the study:

Again considering the Seels, Good and Berry study, the information gleaned would be
particularly useful when considering the aspects of using photographs in a classroom to illustrate
concepts and situations that the students would have no experience with. The article itself is
beneficial in understanding how the use of photographs in the classroom led to in-depth
discussions that enhanced students critical thinking and intellectual growth.

RESEARCH IN VISUAL LITERACY TECHNIQUES

Title: Image and Multimedia resources in an Academic Environment: A Qualitative Study of

Students Experiences and Literacy Practices
Description of the Paper:
The study Image and Multimedia Resources in an Academic Environment: A Qualitative
Study of Students Experiences and Literacy Practices authored by Krystyna K. Matusiak
provides an in-depth description of the use of digital images at the collegiate level. The goal of
the paper was to determine the effects of the use of multi-media resources on student learning in
the classroom. Krystina Matusiak is an Assistant Professor in the Library and Information
Science Program at the University of Denver. She holds a PhD in Digital Information Design
and Organization and has published a book and multiple articles on the use of Digital resources
in the classroom.
Summary of the Review of Literature
The review of literature focuses on multidisciplinary studies that introduced digital
images as information resources in students academic work. The research they found shows that
images can be used in the classroom setting to promote critical thinking and other skills as well
as develop students understanding of concepts that are difficult to express verbally. One of the
studies by Elaine Mowat (2002) explores the advantages of using images in support of
innovative teaching, and points out that images not only illustrate the material, enhance
presentations, and make them more memorable, but also aid students in understanding concepts
that are difficult to express verbally.

RESEARCH IN VISUAL LITERACY TECHNIQUES

Analysis of Methodology:
The qualitative case study focused on an undergraduate geography class at a large public
university in the United States. Data was collected through surveys, field observations,
interviews, a questionnaire and documentary evidence. The purpose of the study was to
understand more about students experiences in using photographs and other digital images for
their academic work. It answered the following questions:
What types of digital resources do students encounter in the classroom and in their academic
practices?
What are students experiences in using the resources in multiple modes of representation?
Summary of Results:
The students reported that they had a positive learning experience in the class and the
image-rich resources contributed to their engagement and understanding. The authors found that
the study confirmed that images and multimedia can indeed play a positive role in engaging
students with the class material and influencing their attitudes (Matusiak, 2013). The author
went on to explain that Images are capable of expressing an enormous amount, and a
remarkable range, of information that otherwise would be very difficult to capture in words.
My opinion about the research:
The research again confirms the idea that the use of Visual Literacy is beneficial to both
students and teachers in creating successful 21st century learners. However, it is interesting to
note that although students used images and other multi-media resources in preparing for their
assignments, they did not include any images in their assignments. It is obvious that as teachers
begin to incorporate these techniques into their classrooms that they should encourage students
to utilize images in their submissions.
6

RESEARCH IN VISUAL LITERACY TECHNIQUES

What I learned from the study:

The research used in this study is particularly insightful. They study by Elaine Mowat
(2013) again provides information regarding the use of images in the classroom and their use in
aiding students understand concepts that are difficult to explain verbally. Throughout the study,
the most interesting factor was how even though instructors are using images in their instruction,
students are not reciprocating the technique in using images in their assignments. It should be
inferred that students would respond to image enhanced instruction with images. However, that
was not the case. This leads me to make a concerted effort in my own instruction to encourage
students to utilize the power of images for themselves. This would follow on with the ACLR
visual Literacy standard that The visually literate student uses images and visual media
effectively.

RESEARCH IN VISUAL LITERACY TECHNIQUES

Title: Using Pictures in Teaching Vocabulary in Grades 5 & 6 Classrooms

Description of the Paper:
The paper on Using Pictures in teaching Vocabulary in Grades 5 & 6 Classrooms authored by
Abraheem Saeed Al-Jaafari focuses on the use of images and photos in teaching of foreign
language vocabulary. The author seeks to answer the following questions:
1. If teachers use pictures, how do they use them to teach new vocabulary?
2. What are the main sources for these pictures?
3. What are pupils attitudes towards using pictures in learning vocabulary?
4. What are the teachers attitudes towards using pictures in teaching new vocabulary?

Summary of the Review of Literature

The literature review focuses on the ways that pictures have been used to teach
vocabulary in the past. He focuses on several studies that help with learning both concrete and
abstract words and remarks on the point that the study by Harmer (2001) states that one of the
most appropriate uses for pictures is for the presenting and checking of meaning The author
recognizes that it is generally accepted that pictures can play an important role in supporting
vocabulary learning, however seeks to find out more concerning the teacher and learner
perspective.
Analysis of Methodology:
The study takes place in Oman in a general education classroom. The two teachers
studied taught 6th and 5th grade. The 5th grade class had 27 students and the 6th grade class had 30
students. Data was collected through class observations, teacher interviews and student
8

RESEARCH IN VISUAL LITERACY TECHNIQUES

interviews. The students interviewed were randomly selected and interviews individually with
parents permission.
Summary of Results:
The findings reflect different techniques between the teachers in their uses of images to
teach vocabulary. All the pupils and both the teachers involved in the study had positive
attitudes towards using the pictures for their teaching and learning. Despite the method used for
teaching the students responded with enthusiasm and the teachers believed that using pictures
made the lessons more enjoyable and memorable. Teacher perception also found that by using
pictures the students were able to easier remember the meaning of the word.
My opinion about the research:
This research, although beneficial in finding out about images in vocabulary, seemed the
most amateur of the articles I found to research. The author admits his interview techniques are
lacking and that affected his ability to get better insights into why the teachers felt pictures were
useful in teaching vocabulary. However, he does reveal that there is room for further study in
this area in order to analyze how teachers and students feel about the use of photographs in
vocabulary teaching and learning.
What I learned from the study:
In this study I learned the importance of incorporating images for the retention of new
vocabulary when learning a foreign language. I also learned the difference between a wellexecuted research study and one that seemed a little less reliable. However, this article served as
a critical reminder of the importance of using images for memory retention when introducing
new concepts.
9

RESEARCH IN VISUAL LITERACY TECHNIQUES

Overall Reflection
I chose the topic of using photographs in classroom instruction based on success that I
have previously experienced in using photographs in the classroom, as well as my desire to
create a novel unit that utilizes photographs in order to convey concepts and ideas as well as
emotions that are hard to convey verbally. When considering atrocities that are happening
around the word, it is hard to discuss these topics in the middle school classroom with uppermiddle class students who have never experienced them. Utilizing photographs and video is the
best way to convey these topics in a way that they will understand. The study by Elaine Mowat
(2013) supported my ideas with her study finding that the use of images in the classroom aids
students in understanding concepts that are difficult to explain verbally. In addition the study by
Barabara Seels, Barbara Good and Louis Berry reviewed in Ravas and Starks study confirmed
my belief that using images helps students retain information presented to them. This will be
helpful information to reference in my Comprehensive Design Plan. Overall, I found the
research to be helpful and informative.

10

RESEARCH IN VISUAL LITERACY TECHNIQUES

References
Al-Jaafari, A. (2012). Using pictures in teaching vocabulary in grades 5 & 6 classrooms.
Journal of Visual Literacy, 19(2).
Hatch, E. & Brown, C. (1995). Vocabulary, semantics and language education. Cambridge:
Cambridge University Press.
Matusiak, K. (2013). Image and multimedia resources in an academic environment: A qualitative
study of students experiences and literacy practices. Journal of the American Society
for Information Science and Technology, 64(8). Retrieved from
http://articles.westga.edu:2103/eds/pdfviewer/pdfviewer?sid=6ac456e7-a50a-4383-b1a94fa7cb9f58f1%40sessionmgr4009&vid=26&hid=4208
Mowat, E. (2002). Teaching and learning with images. VINE: The Journal Of Information &
Knowledge Management Systems, 32(3), 513.
Ravas, T. & Stark, M. (2012). Pulitzer-prize-wining photographs and visual literacy at the
University of Montana: A case study. Art Documentation: Bulletin of the Art Libraries
Society of North America, 35(1). Retrieved from
http://articles.westga.edu:2103/eds/pdfviewer/pdfviewer?sid=6ac456e7-a50a-4383-b1a94fa7cb9f58f1%40sessionmgr4009&vid=22&hid=4208
Seels, B., Good, B. & Berry, L. (1999). Recognition and interpretation of historically significant
news photographs. Journal of Visual Literacy, 19(2).

11