This document contains selected papers from the 25th annual conference of the International Visual Literacy Association (IVLA). Topics addressed in the papers include the following: visual literacy; graphic information in research and education; evaluation criteria for instructional media; understanding symbols in business presentations; multimedia; image ethics; digital images; visual information strategies; screen design; color preference; deep viewing; mythological symbols; visual thinking skills; digital technologies; identifying visually gifted young children; representation of culture in children's picture books; adult learning; humorous visuals in computer-based instruction; virtual reality tools for learning; the impact of Channel One school newscasts; Civil War photography; technology and the art curriculum; and computer mediated instruction. Also included are bibliographies of IVLA publications from 1983-93. (JLB)
Selected Readings from the Annual Conference of the International Visual Literacy Association (24th, Pittsburgh, Pennsylvania, September 30-October 4, 1992)
Selected Readings from the Annual Conference of the International Visual Literacy Association (24th, Pittsburgh, Pennsylvania, September 30-October 4, 1992)
Following an introductory paper on Pittsburgh and the arts, 57 conference papers are presented under the following four major categories: (1) "Imagery, Science and the Arts," including discovery in art and science, technology and art, visual design of newspapers, multimedia science education, science learning and interactive videodisc technology, hypermedia, and visualization in science and the arts (8 papers); (2) "Research and Theory," including rehearsal strategies, commercial literacy, visual design in the planetarium, picturing text, instructional materials evaluation, drawings and videotapes in riding instruction, international icon symbols, information tracking, color codes and verbal material recall, teleconferenced instruction, prototypic visual images in high school mathematics, redundancy in television messages, environmental linguistics, icon images in HyperCard, visual acuity of radiologists, information literacy, visual verbal relationships, and imagery in motion media (22 papers); (3) "Computers and Visual Literacy," including e-mail, expert systems, image databases, interdisciplinary study and multimedia, intelligent advisor systems, workplace literacy software, visual simulations, and virtual reality (11 papers); (4) "Teaching and Learning," including linking art and chemistry, visualizing the complexities of instruction, architectural images, holography, synetics and imagery, nonverbal language, engineering presentation, and instructional television in diverse cultural settings (11 papers); (5) "The Visual Arts," including the new auteur movement, art and environment, and cognitive factors and visual images (5 papers). An author index is included. Most of the papers contain references. (MES)
This document contains 59 selected papers from the 1996 International Visual Literacy Association (IVLA) conference. Topics include: learning to think visually; information design via the Internet; a program for inner-city at-risk children; dubbing versus subtitling television programs; connecting advertisements and classroom reading through visual literacy; tools for humanizing visual symbols; a review of a video on advertising and obsession with thinness; hypermedia and the fundamentals of electronic literacy; elementary students' perceptions of visuals on the World Wide Web; stereotypes in film; teachers' perceptions of instructional design; visual learning activities; tri-coding of information; diversity in Cyborg images; concept mapping; the meaning of color in trademarks; visual literacy in elementary education; visual learning via computer-based simulations; adapting a paper-and-pencil test to the computer; representational strategies in a documentary about racial relations; studying scientific data through an aesthetic point of view; the role of the media in African American self-hatred; the need for visual literacy in higher education; imagery and synectics for modeling poetry writing; virtual courses; visual icons in myth; the development and demise of 8 millimeter film loops; women's history in visual and audiovisual education; student-developed visual productions; a cartographic interpretation of visual literacy; enabling learners through technology; a graphics systems approach in industry; the philosophy of representation; student nurses' perceptions of hospital staff modelling behaviors; deconstructing visual images of indigenous people; children's spatial visual thinking in a hypermedia environment; creating critical thinkers; perception in physics; using graphics for integrated planning; revisioning in storytelling; a local history preservation project; visual learning in biology; imagery, concept formation and creativity; visual themes in gravestones; visual design principles in World Wide Web construction; digital camera editing; digital cinema principles and techniques for multimedia development; culture reflected in tombstones; challenges for hypermedia designers; visual literacy in Web Page creation; the potential of dynamic computer presentations; technology mass media, society and gender; obstructive interactive television designs; gender equity online; a study of intertextuality in television programming; children's understanding of visuals in television interviews; children's attention in television viewing; instructional design process models; and international use of the electronic presentation. (AEF)
This document contains 47 selected papers from the 1995 International Visual Literacy Association (IVLA) conference. Topics include: the cultural significance of tombstone iconography; the predicted impact of multimedia on education and entertainment; the effects of digital imaging on the art of photography; visual representation of the structure of the Internet; the semiotics of World Wide Web homepage icons; anthropomorphizing the user interface; graphic organizers for teaching literacy strategies to at-risk students; visual aids in food safety education; visually translating educational materials for ethnic populations; visual representations of student assessment; the impact of cover art in young adult books; effects of computer visual appeal on motivation in learning; design issues in instructional virtual environments; the aesthetic-emotional response to media at odds with principles of critical viewing; impact of cognitive aspects of human-computer interaction on application design; visual aids and elementary creative writing; women in cyberspace; educational holograms; image maps on the World Wide Web; lessons learned in the development of an interactive multimedia CD-ROM; adaptation of a visual readability instrument to multimedia materials; instruction with digital photography; and electronic performance support systems; what teachers should know to teach students to author hypermedia; formative evaluation and World Wide Web hypermedia; computer animation in the English as a Foreign Language (EFL) learning environments; and using visuals to develop a reading vocabulary. (BEW)
This volume contains 47 papers presented under the following four major categories: (1) "Visual Literacy and Education," including curriculum development, teaching visual literacy, thinking skills and visual literacy, teaching video production techniques, teacher education, cable television in public schools, using filmstrips in the classroom to develop comprehensive skills, alternative school assessment methods, visual literacy and the language arts, visual presentation and gender, interactive videodiscs, and computer assisted instruction and language arts (15 papers); (2) "Visual Literacy and Technology," including television technology, wayfinding and online public access catalogs, young publishers, desktop publishing, role of the electronic media, electronic texts, and scriptwriting (11 papers); (3) "Visual Literacy and Research and Theory," including investigation of narrative television technology, Einstein's perceptual theory in films; interpretation of image content, learning styles, cognitive style and contextual backgrounds, developmental techniques and the affective domain, hypertext, visual intelligence training, and television courses (10 papers); and (4) "Visual Literacy and Art, Aesthetics and Values," including art as instrument of vision, visual literacy for the non-artist, image creation, computer generated graphics, photography, ethics and visual literacy, and visual values (11 papers). Most of the papers contain references. (JLB)
Understanding and Applying New Educational Communication Media Technologies : Selected Readings from the 1993 Symposium of the International Visual Literacy Association, Delphi, Greece, June 25-29, 1993
Understanding and Applying New Educational Communication Media Technologies : Selected Readings from the 1993 Symposium of the International Visual Literacy Association, Delphi, Greece, June 25-29, 1993
This document contains the welcoming and keynote addresses and selected papers from a 1993 symposium of the International Visual Literacy Association. Topics addressed in the papers include: visual literacy; research methodology and design for content analysis of visual images; multimedia as courseware; design issues in authoring multimedia materials, multimedia utilization, the impact of new technologies on artistic thought and aesthetics; hypermedia and teaching methods; visual imagery in distance education; projects in audiovisual and image composition; and technological literacy and the school of the future. (BEW)
The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.
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