Maria D. Avgerinou

Toward a Cohesive Theory of Visual Literacy

Abstract Despite the fact that to date Visual Literacy (VL) scholars have not arrived at a general consensus for a theoretical organization of the VL field, important conceptual investigations have emerged over the past four decades. In this paper we discuss and synthesize those studies. We then present a first attempt toward a cohesive theory of VL. The main components of the proposed VL theory are Visual Perception, Visual Language (ViL), Visual Learning, Visual Thinking, and Visual Communication. Here we focus on discussing ViL and its constituent parts: 1) ViL exists; 2) ViL is holistic; 3) ViL must be learned; 4) ViL may improve learning; 5) ViL is not universal; 6) ViL often needs verbal support.

Towards a Visual Literacy Index

Abstract This paper presents and discusses the research outcomes of my approaching the Visual Literacy (VL) concept and skills definition issue through the perspective of measurement. More specifically, it will concentrate of the following points: a) which VL abilities are part of the VL index, and why; b) which VL abilities are perceived as “more/ less” important for the VL index; c) who were the high/low scorers of the VL index, and to what extent can we account for their scores; d) what is the relationship between high/low VL levels and attitude towards/familiarity with applications of Visual Communication; e) where do/can we go from here.

Information design with teaching and learning in mind

Abstract Based on the existing research from Cognitive Psychology, Information Design, Instructional Design, and Multimedia Design, it is possible to develop recommendations for the design of learning experiences that facilitate, support and enrich student academic performance. This article concentrates on the role of the teacher as information designer in print, and in digital environments within a twenty-first century education framework. We also propose specific guidelines that are based on information, and multimedia research design, with the view of assisting the teacher-designer combine content, modalities and media, and design information and instruction sets that are effective and appropriate for the intended receivers, thus optimizing their potential for learning.