Visual literacy : an investigation into the interpretation of visuals among primary learners

This research investigated the interpretation of visuals among primary school learners based on currently prescribed textbooks. Ten primary three learners from two schools were used as samples for this study. This case study employs a thinkaloud task that requires participants to label 10 visuals...

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Main Author:	Wei, Elysia Chua Chiat
Format:	Thesis
Language:	English
Published:	2014
Subjects:	L Education (General) T Technology (General)
Online Access:	http://ir.unimas.my/id/eprint/9114/3/Visual%20Literacy%20%3B%20An%20Investigation%20Into%20The%20Interpretation%20of%20Visuals%20Among%20Primary%20Learners.pdf
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id	my-unimas-ir.9114
record_format	uketd_dc
spelling	my-unimas-ir.91142023-05-18T07:10:58Z Visual literacy : an investigation into the interpretation of visuals among primary learners 2014 Wei, Elysia Chua Chiat L Education (General) T Technology (General) This research investigated the interpretation of visuals among primary school learners based on currently prescribed textbooks. Ten primary three learners from two schools were used as samples for this study. This case study employs a thinkaloud task that requires participants to label 10 visuals and a semi-structured interview to determine the learners’ interpretations and how they derive their interpretations. These sessions are transcibed and analysed. From the findings, a model is developed to illustrate how primary learners interpret visuals. Results from the research showed a wide range of interpretations that are influenced by the knowledge of gender roles, understanding of visual conventions, common knowledge, prior experiences, identification of salient features, facial gestures and also expressions. This inevitably implies that primary school learners have varying levels of visual literacy and that they encounter difficulties in undertanding visuals due to their different backgrounds and experiences. It is found that, iconic images are easier for learners to interpret; therefore, the presence of additional contextual elements in visuals is critical to help learners in understanding visuals more accurately. Contextual elements can be in the form of texts, colours and relevant visual elements that can help define the image further. This study also highlights the need to explicitly teach these young learners how to critically interpret visuals; in particular symbol-based visuals, as some participants in this study relied only on context to interpret visuals. Universiti Malaysia Sarawak, (UNIMAS) 2014 Thesis http://ir.unimas.my/id/eprint/9114/ http://ir.unimas.my/id/eprint/9114/3/Visual%20Literacy%20%3B%20An%20Investigation%20Into%20The%20Interpretation%20of%20Visuals%20Among%20Primary%20Learners.pdf text en validuser masters Universiti Malaysia Sarawak, (UNIMAS) Faculty of Cognitive Sciences and Human Development.
institution	Universiti Malaysia Sarawak
collection	UNIMAS Institutional Repository
language	English
topic	L Education (General) T Technology (General)
spellingShingle	L Education (General) T Technology (General) Wei, Elysia Chua Chiat Visual literacy : an investigation into the interpretation of visuals among primary learners
description	This research investigated the interpretation of visuals among primary school learners based on currently prescribed textbooks. Ten primary three learners from two schools were used as samples for this study. This case study employs a thinkaloud task that requires participants to label 10 visuals and a semi-structured interview to determine the learners’ interpretations and how they derive their interpretations. These sessions are transcibed and analysed. From the findings, a model is developed to illustrate how primary learners interpret visuals. Results from the research showed a wide range of interpretations that are influenced by the knowledge of gender roles, understanding of visual conventions, common knowledge, prior experiences, identification of salient features, facial gestures and also expressions. This inevitably implies that primary school learners have varying levels of visual literacy and that they encounter difficulties in undertanding visuals due to their different backgrounds and experiences. It is found that, iconic images are easier for learners to interpret; therefore, the presence of additional contextual elements in visuals is critical to help learners in understanding visuals more accurately. Contextual elements can be in the form of texts, colours and relevant visual elements that can help define the image further. This study also highlights the need to explicitly teach these young learners how to critically interpret visuals; in particular symbol-based visuals, as some participants in this study relied only on context to interpret visuals.
format	Thesis
qualification_level	Master's degree
author	Wei, Elysia Chua Chiat
author_facet	Wei, Elysia Chua Chiat
author_sort	Wei, Elysia Chua Chiat
title	Visual literacy : an investigation into the interpretation of visuals among primary learners
title_short	Visual literacy : an investigation into the interpretation of visuals among primary learners
title_full	Visual literacy : an investigation into the interpretation of visuals among primary learners
title_fullStr	Visual literacy : an investigation into the interpretation of visuals among primary learners
title_full_unstemmed	Visual literacy : an investigation into the interpretation of visuals among primary learners
title_sort	visual literacy : an investigation into the interpretation of visuals among primary learners
granting_institution	Universiti Malaysia Sarawak, (UNIMAS)
granting_department	Faculty of Cognitive Sciences and Human Development.
publishDate	2014
url	http://ir.unimas.my/id/eprint/9114/3/Visual%20Literacy%20%3B%20An%20Investigation%20Into%20The%20Interpretation%20of%20Visuals%20Among%20Primary%20Learners.pdf
_version_	1783728034407251968

Visual literacy : an investigation into the interpretation of visuals among primary learners

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