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Pictorial Illustration in Instructional Texts

January 1979

Authors:

University of Leeds

The use of illustrations in textbooks is reviewed and seven functions of explicative illustrations are presented--descriptive, expressive, constructional, functional, logico-mathematical, algorithmic, and data-display. (RAO)

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 

 





       

      

     

   

       

 





  

       

 

         

       

      

    a  

       

      



     

     

  an     

     

     a  



      

     

     

     

     

     

       

   of   

  

  

 

        

      



   10     

      

  

     

  



 



Pictorial Illustration in Instructional Texts

Philippe Duchastel and Robert Waller

Educational Technology

Vol. 19, No. 11, pp. 20-25. 1979

with apologies for the poor quality of this document.

      

    



      

     

     

     

  

    

   



     

    





     

  

 

  

      

   

     



        i

      

     

   



 

       

    

   

       

     

        

   

     

   

      

     



 

  

   

   

  

   

      

     

        

 

      

a  



   

 



   

  

    

      



       

   

      

 

      

      

  

 

       

  

     

        





 

     

      

       10  

  

     

   

    

     

 

     

      

   

      

     



    

      

    

       

    

     

     

 



     





     

       

   

   

     

    

    

    

  

      

      



Interpretations of Pre-service Elementary Mathematics Teachers on the Functions of Non-Textual Elements: Case Study on Algebra Learning Area (İlköğretim Matematik Öğretmen Adaylarının Metin Dışı Öğelerin İşlevlerine Yönelik Görüşleri: Cebir Öğrenme Alanına Ait Durum Çalışması)

Article

Full-text available

Apr 2023

The study aimed to investigate how pre-service elementary mathematics teachers perceive the intended use of non-textual elements in an algebra content area of an eighth-grade mathematics textbook. Non-textual elements in this qualitative exploratory case study refer to visual representations consisting of components that are not only verbal, numerical, or symbolic representations. Data were collected from thirty-one undergraduate students through a task-based written questionnaire including seven non-textual elements on the algebra learning domain. Data analysis was conducted using a content analysis approach to generate themes and uncover previously unspecified patterns. The results showed that pre-service teachers’ interpretations of non-textual elements could be categorized into ten themes: (i) attractiveness, (ii) organizing, (iii) embodiment, (iv) informativeness, (v) reasoning, (vi) conciseness, (vii) essentiality, (viii) decorativeness, (ix) contextuality, and (x) connectivity. Pre-service teachers were found to have diverse but sometimes overlapping interpretations of the functions of each non-textual element. However, the functional diversity of non-textual elements may have differentiated their interpretations, as visual literacy skills and strategies are required to interpret the intended use of non-textual elements. Therefore, in order for pre-service mathematics teachers to better understand the functions of non-textual elements, various teaching approaches should be developed to support pre-service teachers’ visual literacy, and these approaches to visual literacy should be incorporated into teacher education and professional development.

The Efficacy of Small Multiples in the Visual Language of Instructional Designs

Thesis

Full-text available

Mar 2012

The visualization strategy of small multiples (Tufte, 1983, 1990, 1997) is not merely the clever or ordered arrangement of similar and personable images; small multiples — purposeful compositions of similarly sized, repeated illustrations — contain a great deal more than the sum of their respective parts. The purpose of this study is to define a set of objectives and guiding tactics for using small multiples in the visual language of instructional designs. This study aims to (1) compile a targeted literature review cataloging the historical treatment of small multiples and their pedagogical and cognitive virtues and (2) analyze examples of small multiples usage in visual design artifacts to determine efficacious and expansive applications of this technique.

Looking through Three ‘I’s: The Pedagogic Use of Streaming Video

Article

Full-text available

Mar 2002

Although the pedagogic use of film and video has a long history, its widespread use has always been limited by production costs and delivery difficulties. In recent years costs of production have fallen and the web has emerged as a mainstream educational distribution medium. Video itself can be used in many ways: 'talking head', interviews, video diaries, video labs, simulations, instructional sequences, 'fly on the wall', video help etc. Through the browser, 'streaming' video sequences can be linked to slides, text conferencing, whiteboards, video conferencing, shared applications, online assessment and third party web sites. A major element of the JISC/DNER Click and Go Video project is to move beyond the current understanding of video as a purely presentational tool. The seamless combination of digital video with other tools offers an opportunity to experiment with video as a focus for networked learning. However there is an acute lack of pedagogic resources, research and evaluation on the use of video streaming for teaching and learning. The pedagogical challenge faced by teaching staff and practitioners is not only to choose the appropriate streaming technology but also to design meaningful learning events. In this paper we introduce a way to analyse video use through what we have named the Three 'I's Framework - image, interactivity and integration. This conceptual framework seeks to provide a practical decision tool to help teaching staff and practitioners with the pedagogic design and development of video streaming resources for online learning. Our aim is to provide a way of understanding the role of video as it changes from a presentation tool to a focus for networked learning.

An accessible translation-oriented analysis to assess pictogram comprehensibility in agri-food texts

Chapter

Full-text available

Dec 2023

Juan Antonio Prieto Velasco

Shooting from the hip or taking careful aim? Developing the VISTA analytic framework comparing English and Scottish visual campaigns for self-protective behaviour throughout the COVID-19 pandemic

Article

Jun 2021

To address the dearth of research in visual pandemic communication, this paper proposes the VISTA framework drawing together research from visual communication, persuasion, crisis communication, and health communication to propose that effective health crisis response includes minimizing visual complexity, using strong iconography and symbolism, and effective text to accompany the visual material. The framework was applied to a cross-national comparison of the English and Scottish governments’ COVID-19 pandemic response on Twitter finding that the framework’s application provides good evidence to explain the substantially worse health outcomes across the pandemic in England compared to Scotland. The authors argue the three critical lessons learned from this analysis are that governmental pandemic communication must: (1) use clear visual branding for its pandemic response; (2) combine effective visual and text-based messaging; and (3) keep pandemic messaging positive.

Enabling automatic retrieval of schemas from long-term memory in English grammar practice

Article

Full-text available

Apr 2022

People are increasingly aware that metacognition can help us solve problems more effectively. Scholars believe that students’ metacognition can be facilitated by promoting the interplay between the unlimited long work memory for holding schemas and limited work memory for processing ongoing activities. In this study, a workshop designed teacher mediation method between English language teachers and students is implemented that focuses on instructional talk supported by a visualized thinking framework in learning English grammar. Consequent to student’s automation from retrieving schemas to engage in the self-regulatory process of English grammar problem-solving, this section involves three English language teachers and students in their taught classes in a secondary school in China. The teachers were equipped with an explicit approach to teacher mediation through researcher-designed workshops. As the teacher mediation approach was implemented in English language classrooms, the researchers made meaning of their experiences through the dialogue and interaction between teachers and students by revealing the essence in the mediation process: dialogic assessment, cognitive scheme construction, automated schema retrieval, and metacognitive schema construction. Through teachers’ English pedagogical grammar practice in the three example cases, metacognitive teachers and learners are expected to be cultivated in an interdisciplinary view.

EXPLORING THE FLEXIBILITY OF ESP MATERIALS THROUGH THE IPO MODEL: CORPUS AND CONSUMER INSIGHTS FROM THE TURKISH EFL CONTEXT

Article

Full-text available

May 2022

Meliha R. Simsek

Previous research tended to exclusively conduct expert/user evaluation and rely heavily on subjective survey data for simply ascertaining general satisfaction with a fixed predetermined set of coursebook features. However, not only the material's absolute worth separated from the users' personal opinions but also multiple perspectives on its relative worth informed by their lived learning experiences should be concurrently assessed to make better informed decisions about textbook adoption. Thus, this multimethod study sought to provide a holistic, multidimensional and more realistic assessment of coursebook performance through conflating objective information on its compositionality with reflective user knowledge about the actual functioning. We used the inputs-processes-outcomes (IPO) model for the deconstruction of a global coursebook in dental English, based the expert review on corpus findings and complemented it with the less-studied student-users' (87 sophomores from a Turkish-medium dental school of a large urban public university) retrospective evaluation against preferred criteria. The corpus-based IPO analysis of the coursebook (non-)texts and content analysis of their post-use reflections revealed that: i. striking the right balance between text comprehensibility/authenticity and content breadth/depth emerged as a major concern to lower-level learners, ii. disciplinary vocabulary coverage and explicit teaching of high-frequency dental words constituted its greatest strengths, and iii. despite awareness of the need for differentiation in the sequencing, task difficulty and interaction patterns to develop fluency and thrive in the 21st-century workplace, they prioritised meaningful practice over freer use to survive university and approved the cyclical progression from whole-class comprehension-based procedures to text-manipulative production activities. To achieve deeper learning outcomes than functional language mastery, it still needs transformation through: learner-compiled (e-)portfolios of academic and humorous genres, increased visibility for women dentists, creative use of illustrations, conscious attention to grammar and ludic language use, and integration of cross-cultural elements and service-learning projects on linguistic/cultural mediation.

5. Using Images

Book

Full-text available

Oct 2024

Rune Pettersson

Traditionally the concept of “literacy” was restricted to the ability to read, write and use arithmetic. In a multicultural world with fast technological advances people in all societies need abilities and skills to manage many kinds of systems for communication and information provide in imag-es, symbols, and texts. We all have to learn to interpret visual messages accurately and to create such messages. Interpretation and creation in visual literacy can be said to parallel read-ing and writing in print literacy.

AS IMAGENS NO ENSINO DE CIÊNCIAS: O QUE DIZEM OS ESTUDANTES SOBRE ELAS? THE IMAGES IN SCIENCE TEACHING: WHAT DO STUDENTS SAY ABOUT THEM?

Article

Full-text available

Jan 2013

Resumo: Nos livros didáticos e outros gêneros discursivos empregados por professores e estudantes, bem como nas avaliações oficiais, como o ENEM, a leitura de imagens tem sido uma competência valorizada no atual contexto sócio-histórico e, por isso, também, merecido destaque nas pesquisas em ensino de Ciências. Nesse cenário, objetivou-se identificar os sentidos atribuídos por estudantes sobre como empregam e compreendem as imagens em seus processos de aprender Ciências. Para tal, foram coletados dados por meio de um questionário elaborado com recursos do Messenger-MSN e e-mail, respondido por estudantes da 3ª série do Ensino Médio. Além da apresentação de um panorama das pesquisas com uso de imagens no ensino de Ciências, as conclusões sugerem a valorização de processos educativos que incentivem os estudantes à formação de uma cultura visual na leitura de imagens. Palavras-chave: Imagem. Ensino de Ciências. Biologia. Abstract: In textbooks and other discursive genres used by teachers and students, as well as, in official assessments, as ENEM, the reading of images has been a competence valued in the current socio-historical context and also, it has been given more attention in the researches in science teaching. In this context, it was aimed to identify the meanings attributed by students about how they use and understand the images in their process of learning science. For this, data were collected through a questionnaire prepared with resources from MSN-Messenger and e-mail, answered by students in the 3rd grade of High School. Besides presenting an overview of the researches about the use of images in science teaching, the conclusions suggest the enhancement of educational processes that encourage students to construct a visual culture in the reading of images.

Broadband in Dutch Education

Chapter

Jan 2008

Broadband potentially has benefits for education, but in order to be beneficial it has to be used. In this chapter, we have investigated from a user perspective: (1) to what extent broadband is used in Dutch education (in the classroom as well as in the organisation as a whole); (2) the experiences teachers have with broadband, including impediments and added value. This was done by a survey under 221 Dutch teachers, ICT-coordinators, and school boards. Results show that teachers, ICT coordinators, and school boards are interested in using broadband in their schools as they see the added value, but there seems to be an impasse: without infrastructure, there are no services and without services there is no need for infrastructure. Schools can break out of the causality dilemma by giving an impulse to the market by combining forces and demand. Moreover, teachers need to be trained in using the new tools and service.

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Pictorial Illustration in Instructional Texts

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