Skip to Main Content
 

Global Search Box

 
 
 
 

ETD Abstract Container

Abstract Header

Teaching for Visual Literacy: Critically Deconstructing the Visual Within a Democratic Education

Golubieski, Mary R.

Abstract Details

2003, Doctor of Philosophy, Miami University, Educational Leadership.
Literacy is an ability to access, analyze, evaluate, and communicate information in any form. Educators have worked to systematically address the understanding of words for students. What are we doing collectively in schools to address understanding of the image? A goal of visual literacy and effective viewing are included in the Ohio Competency Based Curriculum Model for Language Arts, leaving teachers to determine techniques and purposes independently. This qualitative, interpretative study illuminates the meanings, purposes, and methods for a visual literacy curriculum for language arts teachers within a small suburban school district in southwestern Ohio. Through ethnographic techniques a visual arts teacher searches for ways to help language arts teachers curricularize and teach for visual literacy. With philosophical underpinnings of phenomenology and Deweyan pragmatism, professional development work sessions allow teachers to determine their own working definition for visual literacy and to determine elements and art forms to be considered. Individual planning sessions, followed by classroom observations, help to draw a picture of district possibilities and directions through narrative and metaphor. Theories of cultural studies, multiliteracies, and visual culture lead students to critically deconstruct visual imagery and move them beyond individual interpretation in order to benefit the wider community. Close connections to a visual arts curriculum for visual literacy are highlighted through an autoethnographic portrait of a secondary art education approach to instruction for visual literacy. Determinations relate to levels of literacy development leading from recognition literacy, reflective literacy, to reproductive literacy, and ultimately to transformative literacy according to theories by Unsworth and the New London Group. An integrated curriculum model for teaching for visual literacy may hold the most promise for future development.
Thomas Poetter (Advisor)
334 p.

Recommended Citations

Citations

  • Golubieski, M. R. (2003). Teaching for Visual Literacy: Critically Deconstructing the Visual Within a Democratic Education [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1050012957

    APA Style (7th edition)

  • Golubieski, Mary. Teaching for Visual Literacy: Critically Deconstructing the Visual Within a Democratic Education. 2003. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1050012957.

    MLA Style (8th edition)

  • Golubieski, Mary. "Teaching for Visual Literacy: Critically Deconstructing the Visual Within a Democratic Education." Doctoral dissertation, Miami University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1050012957

    Chicago Manual of Style (17th edition)