Arp Report Erika Rimes 2007

Erika Rimes

Master of Teaching – Primary Education2007

Action Research Project:

How can I effectively develop students’visual literacy skills in stage 3?

Erika Rimes 306 205 904

University of Sydney M/teach 2007 1

Contents

A) Context of research pp 3

B) Research issue and rationale pp 4

C) Methodology pp 6

D) Data collected & Analysis of data pp 11

E) Critical Reflection pp 27

F) Implications pp 28

G) Bibliography pp 29



Does image matter? : An exploration into the teaching and student

learning of visual literacy in stage 3

A) Contextual statement

The school, where I conducted my research, has priorities to cater for the needs of

individual children in a caring environment. There are two OC classes, and three Support

classes including a special Language class, as well as English as a second language

programs and class. The student’s at the school are 67% from a non-English speaking

background. Many countries represented include countries in Asia, the Middle East,

Europe and the Pacific Islands.

The class I taught and conducted my Action Research Project was on an OC class

consisting of 30 year 5 students – 15 boys and 15 girls. I was involved in team teaching

as there were three teachers teaching the year 5/6 OC class. I taught by myself as well

as team teaching when I was not conducting my own lessons. The students were from a

range of backgrounds including Chinese, Indonesian, European, and Indian. All the

students were of a high academic level.



B) Research issue and rationale

Research issue: How can I effectively develop students’ visual literacy skillsin stage 3?

The purpose of my Action Research Project is to develop students’ visual literacy skills

and to better understand my own pedagogical practices through my own teachings of

visual literacy and understand visual literacy as a dynamic teaching and learning domain.

Visual literacy is vital in today’s world with an abundance of multimodal texts, which

include understanding of visual literacy and using the proper meta-language in response

to and making meaning from visual texts is vitally important for any students growing up

in a multi-modal society.

In today’s world it is important for students to take active roles in making meaning from

visual texts, as not only is the world full of books use images to communicate meaning.

In education it is more than ever important to be able to not only understand multi-

modal text (video, TV, Internet, Radio, Newspaper, Advertisements) but to also

interpret and teach all kinds of text. For example, The NSW Board of Studies considers

‘viewing’ as a part of literacy development describes visual literacy as a learning

outcome, defined as ‘observing and comprehending a visual text such as a diagram,

illustration or photograph’ (NSW Curriculum, English Syllabus K-6 Modules, 1998 p.100).

Therefore teaching concepts from visual literacy and giving students the meta-language

to respond to visual images can help students to understand the visual cues of an

illustrator or artist to convey meaning.



Visual literacy is vital in today’s world as “it is a part of the wider aspect of how we

communicate in our culture” (Callow p.g. 3). We are continually being bombarded with

multimodal texts, which involve a wide range of “visual, electronic and digital images”

(Walsh, 2006, p.24;) and our process of learning is not only through reading but through

context and learning “about language, both implicitly through experience, and explicitly

by having the structures and grammar of various texts explained to us” (Callow p.g. 3).

For students to better understand visual texts I aim to draw from a variety of context,

known and unknown, in a variety of media, to further enhance student’s understandings

to decode and construct visual images. Visualising and conceptualising through visual

texts/images adds to the language learning process through predicting, constructing,

discussing and understanding context and text of an “imagine as the words of a text will

never be able to “tell” everything” (Walsh, 2006, p. 30).

Furthermore as an educator I find “it is timely to consider that the daily worlds that

our students move through are increasingly being filled with visual images.” (Connelly,

p.g. 16, 2006). Visual Images is a way of representing visual cultures and therefore

“pivotal to how they (students) are being represented.” (Connelly, 2006, p.g. 25).



C) Methodology & Teaching Strategy

Methodology: Collecting data

Teaching Strategy

Teaching approach in visual literacy will encompass common teaching practices as well as

incorporating prior knowledge of visual literacy and a further development of my own

knowledge in combination with teaching students the strategies employed by illustrators

in a variety of mediums.

1. Teaching and Learning Experience

2. Outcomes & Indicators 3. Assessment



Observations • Class discussion with students

• Group discussion among students

• One-on-one discussions with students

Work samples • Written responses from students (Responding to text)

• Visual Arts task (Producing text)

Reflections and discussions • Mentor teacher before and after lessons about the lessons

• My own reflections on my teaching practice

1. Teaching and learning experience

My Action Research Project focused primarily on the following points;

• developing students’ understanding of the meaning-making strategies illustrators

and artists use;

• assessing and evaluating how effective my teachings of visual literacy are in the

classroom environment

Visual literacy is an aspect of literacy that has slowly been increasing in the importance

in today’s world, and the importance for developing “meaning-making tools” is ever more

relevant now than ever. As “the now overwhelming evidence of the importance of visual

communication and the now problematic absence of the means for talking and thinking

about what is actually communicated by images and by visual design” (Kress & Van

Leuween, 2001 p.15)

Applying teaching strategies to develop students’ visual literacy skills involves an

understanding of how we learn to read images and what do we use to read images

“bringing together our own knowledge, cultural perspective, prior knowledge and

explicitly taught skills” (Unsworth, 2001, p.g. 19). Students will inherently bring together

different viewpoints when first interpreting and understanding visual images. Therefore

approaching my teaching, using specific, relevent images, will help focus the meaning-

making process and the meaning-making tools illustrators and artists use to convey

meaning or to tell a story in a political, historical, mathematical or social context.



My strategies involved in teaching and developing visual literacy skills within stage 3 in a

classroom environment will utilise the following concepts prior to and during;

Focused teaching approaches in visual literacy Key concepts used as a basis for my

implementation of visual literacy

Identifying and classifying visual images

This is a major part of the meaning-making process

from the viewer’s perspective as well as the artist or

illustrator’s purpose and aim in creating a visual image.

Therefore I will be aware when choosing images, that

“visual texts construct worlds, cultures and identities in

powerful and often overtly ideological ways via semiotic

grammars and cultural tools,” (Connelly, 2006, p22 ).

Responding to and producing visual images

Responding to visual images will include such practices as

talking and listening to one another, actively describing

elements of visual image and actively creating or re-

creating their own visual images, “learners write or

encode visuals as a tool for communication” and

therefore “Students develop their visual abilities

through use.” (Connelly, 2006, p. 25).

Visual image-making process

Representation

“When visual texts are produced, images and words in

combination are used to represent ideas to make

meanings and to represent versions of the world.”

(Simpson, 2004, p. 19 )

Discourses

“Inside visual texts discourses are detected….Ways

of thinking and acting that individuals and groups can

identify with…discourses shape attitudes, beliefs and

values through the use of language influencing how

individuals understand and act in the world.”

(Connelly, 2006, p. 28)

Intertexuality

To read intertexuality inside visual texts means to

look to elements in a text that infer similarities,

connections, references, and relationships to other

texts. Intertexuality is strongly relied on prior

knowledge e.g. Shrek (Connelly, 2006, p.30)

These three tools can be present in any one given

text



Furthermore my teaching approach will include the following elements;



Focus of teaching and learning experience

(NSW Board of Studies, Classroom AssessmentResource Stage 3 ‘Seeing Meaning’)

Development of students understanding of meaning-

making tools using ‘Summary of Visual Codes’

(Callow 199 and Kress & Van Leuween 1996)

Modelled reading response to visual images

Displaying and reading a range of visual images to

students

Always modelling the meta-language (the language to

talk about language)

Guided writing response of visual images

Give students guidance in understanding the variety of

ways illustrators and artists use different strategies

for different purposes.

Independent response to visual images

Encourage students to draw on both images and the

print when constructing meaning and to talk about this

to the readers.

Have them compare the text in terms of their purpose

and intended audience.

Have them decide which text is the most eye-catching

and talk about why.

1. What’s happening?

Discussion and analysis of a visual images;

What is the action?

What is the message?

2. How is the relationship developed between the

viewer, the image and the image maker?

Jointly construct ideas in response to a visual image

Using language such as camera angles, colour, offer

and demands

3. How is the image composed?

Reading paths – lines and vectors

Layout -How do we read the image? Top/bottom or

Left/right

2. Outcomes & Indicators

Throughout my Action Research Project I referred specifically to the syllabus including

English and Visual Arts. This helped structure what I want to teach, how I will teach and

what I want the students to achieve;

English Outcomes

NSW Curriculum, English Syllabus K-6 Modules, 1998 p.100

Creative Arts outcomes

NSW Curriculum, Creative Arts Syllabus K-6

Modules, 1998, p. 30RS3.5 Reading and viewing texts Reads independently an extensive range of texts with increasing content demandsand responds to themes and issues *Understands a more complex expository text *Interprets a factual text*Reads a text demanding a degree of technicality and abstraction

RS3.6 Skills and strategies Uses a comprehensive range of skills and strategies appropriate to the type of textbeing read*uses, adjusts and combines higher order skills in decoding texts and accessing visual*Information e.g. scanning for information, examining pictures and text, reviewing partsof the text

RS3.7 Context and textUnderstands that texts are constructed by people and identifies ways in whichtexts differ according to their purpose, audience and subject matter*explains techniques used by the writer and illustrator to represent a point of view andposition the reader*identifies how camera angle, viewer position, colour, size and shading in a visual textconstruct meaning *justifies opinions about the motives and feelings of characters in literary texts

VAS3.1 Investigates subject matter in an attempt torepresent likeliness of things in the world*Explores historical events as subject matter for a movieposter

VAS3.2 Makes artworks for different audiences,assembling materials in a variety of ways*Considers the specific requirements of an artwork(poster) to clearly convey message to an audience

VAS3.3 Acknowledges that audiences respond indifferent ways to artworks and that there are differentopinions about the values of artworks*Understands that artworks can be made for differentreasons.*Recognises that an audience may have different viewsabout the meaning of an artwork

3. Assessments

My assessment strategies in understanding students visual literacy skills has been drawn

from ‘Classroom assessment resource for stage 3’ – ‘Module 3 Reading: Seeing the

meaning’ by Board of Studies 1998. This approach has helped focus my own

understanding of how to teaching visual and written texts and to assess students’

understandings of the meaning making strategies illustrators and writers use in various

mediums.

Assessment focus throughout the cycles:

Reading about, responding to, and producing images

Students; (Board of Studies, Classroom Assessment Resource Stage 3 1998)

• use higher-order skills to access vital information from visual images and supporting

text

• identify how elements of a visual text construct meaning

• identify how authors target audience in constructing visual texts

• incorporate and use elements of visual literacy to produce a visual image with a

purpose



D) Data collected/ Analysis of data

Cycle 1: 8th August – 22nd August 2007Cycle 1 Aims:

• Students capability when identifying and interpreting images

• Reflect on my own teachings of visual literacy

• Assess students learning at the end of the cycle

Reading images & understanding the meaning

Observations: Introduction

Through out my observations of lessons where I was introducing visual literacy skills I

used specific examples, developed from my own findings as well as from Jon Callow

(1999), where visual images use colour, angles and layout, lines and vectors to model &

introduce the meta language. Students were able to respond, identify and classify visual

images. However, I had to focus my questioning using the meta-language and give the

students terms and definitions to use when introducing the meta-language about visual

images.

So urces: Google Images and Callow, ‘Image matters:'Visual texts in the classroom’ (1999)

Furthermore students were also able to discuss further as a class general ideas about

the different images the students see (where, when, why,)Picture book / book

“To help understand the text”

“Show characters in the book”

“Images help say something that can’t be written”

Newspaper/magazine

“Show the most important news first”

“Grabs your attention so you will buy it”

“Uses big pictures to make you read it”

Advertisement

“To persuade”

“To sell something that is good”

“they (advertisers) say only good things about a

product to sell it”

Artwork

“To express something they (artists) are interested in”

“To tell you something about a place or a place in time “

Quotations taken from class discussions and student responses of the above images, September 2007



Reading images & understanding the meaning

Observations: Class Activity: Student’s own visual images to analyse

Throughout further observations in cycle 1 I did a class activity where students brought

in their own visual images they either found or liked from home, books or internet. This

activity was focused as a pair task, getting the students involved in responding to a

visual image verbally and in a written response. This task helped begin students

understanding of the meta-language with a focus of ‘field, mode and tenor’

The results from this class activity created a variety of responses from students not

writing in sentences to writing in detail about the chosen pictures. This gave great

insight into some of the visual images students respond to which ranged from satirical

humour, pictures advertising something to pictures from books as well as artworks.



Assessment: ‘Outrageous Reactions’

NSW Board of Studies, Classroom Assessment Resource Stage 3: Module 3‘Seeing the meaning’ 1998

Discussion Framework

• What is happening in this

photograph?

• What message is being

communicated?

• How has the message been

constructed? Think about:

-The Camera Angle

-The use of colour

-Objects in the picture, their size

and position

• How do you think the

photographer wants you to

respond to this picture?

• Are you influenced in some way?

• Describe the ways the pictures

support the written text placed

in relation to the image?

• Why do you think it has been

done this way?

• Describe the ways the picture

don’t support the written text.

• What effect does this have on

you the reader?



What was evident?

Students were able to;

• Access meaning from the photograph and the text and

refer to both in discussion

• Use heading and photograph to access meanings

• Read, review and discuss image with technical

language

• Justify if the visual image supports the writer’s view

NSW Board of Studies, Stage 3 Assessment: Module 3‘Seeing the meaning’ – ‘Outrageous Reactions’ 1998

Work samples – Assessment 1

Example: B - High

Example: C - Sound

Board of Studies, Classroom Assessment Resource Stage 3: Module 3 ‘Seeing the meaning’,‘Outrageous Reactions’ 1998



Example: D - Basic

Board of Studies, Classroom Assessment Resource Stage 3: Module 3 ‘Seeing the meaning’,‘Outrageous Reactions’ 1998

Cycle 1 Overview

Board of Studies, NSW Curriculum, English Syllabus, K-6 Modules, 1998, p. 29, p.33,

RS3.5 Reads independently an extensive range of texts with increasing content

demands and responds to themes and issues

*Understands a more complex expository text *Interprets a factual text*Reads a text demanding a degree of technicality and abstraction

RS3.7 Understands that texts are constructed by people and identifies ways in

which texts differ according to their purpose, audience and subject matter

*explains techniques used by the writer and illustrator to represent a point of view andposition the reader*identifies how camera angle, viewer position, colour, size and shading in a visual textconstruct meaning *justifies opinions about the motives and feelings of characters in literary texts



Assessment Activity: 'Outrageous Reactions’

Assessment Module, August 2007

Cycle 1 Reflection



Strengths Weaknesses Where to next?

Good use of technology. I

was able to incorporate the

use of the data projector

which helped in discussing

and analysing visual images

as a class

Students were engaged in

the activities and were able

to beginning their visual

literacy journey through

classify and identify visual

images

Great use of resources

developed from the Board

of Studies (1998) and from

my visual literacy research

My questioning was good

and still developing,

reflected through students

responses.

There was a need to

further develop my

modelling of the meta-

language for analysing and

discussing visual images.

Students were unable to

clearly justify their

interpretation of visual

images, needing more

modelling from the teacher

Continue modelling the

meta-language

Incorporate more focused

lessons where students can

relate to

Further assessments

Develop more group tasks

Cycle 2: 27th August – 7th September 2007

Cycle 2 Aims:

• Achieve specific outcomes and indicators from the Board of Studies, NSW

Curriculum, English Syllabus, K-6 Modules

• Implement focused activities from Marsden’s ‘The Rabbits’, 1998, Hachwtte Livre

Australia Pty Ltd.

• Observe students ability to apply knowledge from Cycle 1

Findings – Observations: Lessons and activities of students ap plying knowledge

Activity: Responding to ads

Students were able to focus their meta-language about visual images applying knowledge

about demands and offers, layout, colour saturation and reading paths on the following

pictures.

Image Source: Sydney Morning Herald, Sunday Life Magazine, September 2007

Activity: ‘Teaching Values’ Pictures (PETA)

These images further developed the student’s knowledge relating to the topics I was

teaching them in other subjects such as HSIE about reconciliation in Australia. The

following pictures dealt with values such honesty and trustworthiness, freedom and care

and compassion.

Image source: Rowan, Gauld, Cole-Adams, Connolly, ‘Teaching Values’2007, Primary English Teaching Association p.84, p.92 and, p. 95



What was evident?

Students were able to;

• apply meta-language to new images as well as reviewing well-known images

(‘Outrageous reactions’)

• understand and respect everyone’s different opinion and thoughts about values such

as ‘freedom’

• discuss and justifying own views in a debate

• debate about own ideas which was sparked by visual images

• learn from visual images about different representation of values

Assessment: “The Rabbits” by John Marsden, Illustrated by Shaun Tan

Discussion Framework

• When you first saw this picture book what of

story did you think it was going to be? What

made you think this?

• Now that you have read it, is it what you

predicted the story to be? Why, why not?

• Is there anything you didn’t understand in

this text? (Discuss further)

• What is the picture book about? (Symbolic or literal)

• Who do you think the picture book is

written for?

• What is the purpose of the picture book?

• What caught your attention? Why?

• Why would someone choose to read this

picture book?

What was evident?

Students were able to:

• Read and understand symbolic and literal meanings in a picture book

• Access meaning from pictures and text and refer to in discussion

(Use of colour, layout and composition, characterisation, how the viewer is meant tofeel/see certain things)• Explain ways the illustrator and writer position the reader and represent a point of

view



Image source: Marsden, ‘The Rabbits’ 2007Image source: Marsden, ‘The Rabbits’ 2007

Class discussion with written response

Summary of visual codesUsed as a basis for discussion and worksheet for assessment

1. What’s happening? Discussion and analysis of a visual images;

What is the action?

What is the message?

2. How is the relationship developed between the

viewer, the image and the image maker?

Jointly construct ideas in response to a visual image

Using language such as camera angles, colour, offer

and demands

3. How is the image composed? Reading paths – lines and vectors

Layout -How do we read the image? Top/bottom or

Left/right

Questions developed from Callow,‘Image matters,(1999)



Image source: Marsden, ‘The Rabbits’ 2007Image source: Marsden, ‘The Rabbits’ 2007



Work samples – Assessment 2

Lesson Topic: “The Rabbits” by John Marsden and Illustrations by Shaun Tan, 1998

Work samples – Assessment 2 continued…

Cycle 2 Overview

Assessment Outcomes and Indicators - English Syllabus

Board of Studies, English K-6, NSW Board of Studies, p. 31, p.33, 1998

RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type

of text being read

*uses, adjusts and combines higher order skills in decoding texts and accessingvisual*Information e.g. scanning for information, examining pictures and text, reviewingparts of the text

RS3.7 Understand that texts are constructed by people and identifies ways in

which texts differ according to their purpose, audience and subject matter

*explains techniques used by the writer and illustrator to represent a point of view andposition the reader*identifies how camera angle, viewer position, colour, size and shading in a visual textconstruct meaning *justifies opinions about the motives and feelings of characters in literary texts



Cycle 2 Reflection

Strengths Weaknesses Where to next?

Students engaged in

content

Students applied prior

knowledge in a range of

settings

Group tasks

Values pictures – cultural

learning activity

Need for more lessons to

develop a wider

interpretation and

understanding of the “The

Rabbits”

• Students to produce

their own visual images

• Students reflect on

their new skills in visual

literacy

• Continue with relevant

content



Assessment Activities: Responding to Visual Images from Rowan, Gauld,Connelly, and Cole-Adams, 2007 ‘Teaching Values’ & Marsden, ‘The

Rabbits’ 1998

Cycle 3: 10 th September – 14 th September 2007

Cycle 3 Aims:

• Assess students’ ability in creating their own visual image

• Discuss with students how they feel now about reading, discussing and understanding

visual images

• Reflect on activities of visual literacy

Assessment task;

Students has to create a movie poster

from finding, scanning, photocopying,

drawing or downloading images related

to one of the following historical events;

*Gold Rush *The Eureka Stockade or

*Federation

Poster criteria:

• Title for the movie

• Students name as the star

• A sentence/synopsis promoting the

movie / informing about the movie

What was evident?

Students were able to demonstrate and show an understanding of;

• layout - where text should be located on the poster?

• size, font and colour- Can the audience easily read the text?

• assessment task - Does the image clearly illustrate the historical event?

• colour - What colours are most effective to capture someone’s attention?

• Composition - How are the different parts of the poster are organised

Work Samples – Assessment 3

Producing images – Movie Poster

Identity of students has been protectedAssessment task from Stage 3 COGS Unit – Traditions and Heritage



Image Source: Gold Rush Movie Poster

Activity, Year 5, September 2007

Identity of students has been protectedAssessment task from Stage 3 COGS Unit – Traditions and Heritage

Cycle 3 Assessment 3

Assessment Outcomes and Indicators – Visual Arts

Board of Studies, Creative Arts K-6, NSW Board of Studies, p.45, 1998

VAS3.1 Investigates subject matter in an attempt to represent likeliness of things

in the world

*Explores historical events as subject matter for a movie poster

VAS3.2 Makes artworks for different audiences, assembling materials in a variety

of ways

*Considers the specific requirements of an artwork (poster) to clearly convey messageto an audience

VAS3.3 Acknowledges that audiences respond in different ways to artworks and

that there are different opinions about the values of artworks

*Understands that artworks can be made for different reasons.*Recognises that an audience may have different views about the meaning of an artwork



Image Source: Gold Rush Movie Poster

Activity, Year 5, September 2007



Assessment Activity: Gold Rush Movie Poster, September 2007

E) Critical Reflections

As a reflective practitioner at the beginning of my teaching career my Action Research

Project in visual literacy has taught me more about the importance of how students and

teachers can learn as well as enjoy visual images. My Action Research Project has

developed such a positive response from the students, which is evident in their

discussions and work samples. This has only enriched my teaching practice 'knowing

subject content and how to teach that content to their students' ((NSW Institute of

Teaching , Professional Teaching Standards Document, Element 1, 2005) and further

more develop and 'continue improving professional knowledge and practice' ((NSW

Institute of Teaching , Professional Teaching Standards Document, Element 6, 2005)

Overall this has given myself a reason to continue and incorporate visual literacy and

grammar into my everyday teachings.

“Students need to be aware that there may be preferred or dominant interpretations of

an image, with which they might not always agree. It is vital, both for understanding our

world and teaching students why image matters, that we are able to critique and

question visual texts as well as enjoy and learn from them” (Callow, 1999, p.41)

Student developed meaning making skills using technical language which were

represented in the overall assessment outcomes achieved. Students developed the skills

of being able to talk about, respond to, write about and produce visual images was

developed through a range of experiences of applying knowledge in different ways. The

results of each assessment showed an increase of students visual literacy skills, showing

an increase in High (17% > 48%) and outstanding (0% >14%) assessments results and a

gradual decrease in Sound (50% > 30%) and Basic (33% > 5%) results.

The most important aspect of developing student’s visual literacy skills was through

constructing well structured and designed tasks and assessments. This has helped my

ability to “plan, assess and report for effective learning” (NSW Institute of Teaching ,

Professional Teaching Standards Document, Element 3, 2005) which students have

effectively been engaged in and responded to, source of demonstrating an understanding

of visual literacy. Overall students showed engagement and development depending on

the task set, which indicates how important it is to always give students a range of

experiences when learning and developing new skills.



F) Implications

In my future teachings of visual literacy I would develop lessons to further develop

self-regulated and guided learning. Students in the Opportunity Class were challenged

from the content I presented them from. This could be due to no recently

implementation of lessons which focus in visual literacy learning. This was an issue

throughout my action research project as I would further investigate to make sure

students can develop more independent learning from my modelling and guided teachings

in visual literacy.

The extent to which the students were engaged was dependent on the subject content

and the task set. Students were consistent in their efforts and interests in discussions

and responses to the visual images however some students were inconsistent in being

engaged in the task at hand. I would further develop my tasks set, offering more

interactive subject content such as looking at Drama and interactive mediums such as

websites and TV advertisements.

An important aspect of my Action Research Project was that I did teach in an

Opportunity Class. This gave me the freedom to teach quite mature students, being able

to discuss in great detail visual images in one hour lessons. I realise that I would have to

further develop implementation of visual literacy lessons in a main-stream class, as from

my previous experience a main-steam class would need more concise lessons. This would

also be dependent on which stage – considering if it was early stage 1, stage 1 or stage 2;

which I would have to adapt my teachings to suit the age, stage and particular class.

Overall I have felt visual literacy lessons should be incorporated into Key Learning Areas

not just as simply the focus of all lessons. I found throughout my Action Research

Project I was able to give much focused visual literacy lessons which sometimes

students responded to in a negative way. I would focus the meta-language of visual

images through out tasks and incorporate visual literacy based tasks throughout all the

Key Learning Areas.



G) Bibliography

Board of Studies, Creative Arts K-6, NSW Board of Studies, 1998

Board of Studies, English K-6, NSW Board of Studies, 1998

Board of Studies, ‘Outrageous Reactions’, Classroom Assessment Resource Stage 3:

Module 3 Seeing the meaning,

Callow, Jon (ed.) ‘Image matters: Visual texts in the classroom’ (1999) PETA, Sydney

Connelly, Jan, ‘Tools for analysing visual literacy in the middle years’, University of New

England, Literacy Learning: The Middle Years, Vol 14 No.3, 2006

Kress & Van Leuween ‘Reading images, The Grammar of Visual Design’ Routledge

Publishing, 1996, New York, NY

Marsden, John and Tan, Shaun, ‘The Rabbits’, 1998, Hachwtte Livre Australia Pty Ltd

Professional Teaching Standards, NSW Institute of Teaching, DET

Rowan, L., Gauld, J., Cole-Adams, J., & Connolly, A., ‘Teaching Values’, Primary English

Teaching Association 2007, Sydney, Australia

Simpson, Alyson, ‘Visual literacy: A coded language for viewing in the classroom. ‘(2004)

PETA, Sydney.

Sydney Morning Herald, Sunday Life Magazine, September 2007

Unsworth, Len, ‘Teaching Multiliteracies across the curriculum’, Open University Press,

McGraw-Hill Education, NY, 2001

M, Walsh, ‘Reading visual and multimodal texts: how is ‘reading’ different? Australian

Catholic University, 2006



Arp Report Erika Rimes 2007

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