Visual literacy as a component of personality multi-literacy: ways of development

Author(s):

DOI: https://doi.org/10.30929/2307-9770.2021.09.02.05

Paper Language: UKR

Download full-pdf

Abstract

The modern information society poses serious challenges to the individual, requiring the development of new competencies. In this study, attention is focused on the concept of visual literacy, its interpretation and definition of functioning in the context of a multi-literate personality. The formation of visual literacy competence is closely related to the realities of the information society, which requires mastery of the latest technologies for searching and processing information, critical and creative processing of messages from the media, social networks, the Internet and more. A significant percentage of all information that comes to a person from such sources are visual objects. Therefore, society faces the task of developing the skills of competent interpretation of such information, the purpose of which can be both a deep understanding of the meaning of the image and the avoidance of manipulative intentions of the media. That is why visual literacy is seen not only as a professional competence, but also as a component of the overall cultural development of the personality. Intensive development of the Internet, the spread of free access to information leads to confusion of the individual due to the inability to process a significant amount. Superficial reading, interpretation and use of visual images can be prevented by establishing a selective search for images available on the network or creating your own, interpreting images in different contexts, the development of visual thinking. The influence of the visual turn on education is emphasized and the need to develop visual literacy competencies by pedagogical workers, who are currently active producers of visual learning content, is emphasized. The article analyzes domestic and foreign research in the field of visual literacy and media literacy, identifies the basic parameters of visual literacy, outlines the principles of working with visual images and identifies the tools by which they are created.

Keywords

media literacy, visual thinking, cognition

References

  1. Ilina, H. (2018). Vizualna hramotnist u konteksti kohnityvnykh ta osvitnikh protsesiv. Visnyk Kyivskoho natsionalnoho torhovelno-ekonomichnoho universytetu. No.1. S. 156-168.
  2. Hrei D., Braun S., Makanufo Dzh. Heimshtormynh. (2012). Yhry, v kotorye ihraet byznes. Sankt-Peterburh. 288 s.
  3. Yerko H., Zhalko T. (2020). Mediahramotnist yak skladova tsyklu dystsyplin humanitarnoi ta sotsialno-ekonomichnoi pidhotovky u zakladakh vyshchoi osvity: metodychni aspekty. Zbirnyk statei Vosmoi mizhnarodnoi naukovo-metodychnoi konferentsii «Krytychne myslennia v epokhu toksychnoho kontentu». Kyiv: Tsentr Vilnoi Presy, Akademiia ukrain-skoi presy. 286-291 c.
  4. Kontseptsiia vprovadzhennia mediaosvity v Ukraini. Skhvaleno postanovoiu Prezydii NAPN Ukrainy 20.05.2010, protokol No. 1-7/6-150/ URL: http://osvita.mediasapiens.ua (accessed 10.05.2021).
  5. Kremen V., Ilin V. (2020). Prezentatsiia vizualnoi hramotnosti v osvitnomu protsesi ta yii eksplikatsiia u kulturi myslennia. Informatsiini tekhnolohii i zasoby navchannia, No. 1, s. 1-12.
  6. Makarova K. (2017). Formyrovanye vyzualnoi hramotnosty zrytelskoi audytoryy sovremennoho yskusstva : mahysterskaia dys. Ekaterynburh. 90 s.
  7. Masimova L. H. (2013). Vizualna hramotnist v systemi mediaosvity. URL : http://sn-philolsocom.crimea.edu/arhiv/2013/uch_26_3filol/029_masi.pdf (accessed 10.05.2021).
  8. Mediahramotnist na urokakh suspilnykh dystsyplin: posibnyk dlia vchytelia. (2016) Za red. V. Ivanova, O. Volosheniuk, O. Mokrohuza. Kyiv: Tsentr vilnoi presy, Akademiia ukrainskoi presy. 201 s.
  9. Mediaosvita ta mediahramotnist: pidruchnyk dlia roboty pedahohichnykh koledzhiv. (2014). Red.-upor. V. F. Ivanov, O. V. Volosheniuk; Za nauk.red. V. V. Rizuna. Kyiv: Tsentr Vilnoi Presy. 431 s.
  10. Roem D. (2013). Vyzualnoe mыshlenye. Kak “prodavat” svoy ydey pry pomoshchy vyzualnыkh obrazov. Moskva: Mann, Yvanov, Ferber, Eskmo. 300 s.
  11. Toffler E. (2004). Shok budushcheho. Moskva: Yzdatelstvo ACT. 557 p.
  12. Cherepovska N. (2014). Vizualna mediakultura: rozvytok krytychnoho myslennia i tvorchoho spryimannia. Kyiv: Milenium. 116 p.
  13. Association of College and Research Libraries, “ACRL Visual Literacy Competency Standards for Higher Education,” American Library Association (October 2011), http://www.ala.org/acrl/standards/visualliteracy (accessed 30 April 2012).
  14. Barnes B. Susan. (2011). An Introduction to Visual Communication: From Cave to Second Life. N. Y. : Peter Lang Publishing Inc., 2011, 273 p.
  15. Debes J. L. (1968). Some Foundations for Visual Literacy. Audiovisual Instruction. 13, pp. 961–964.
  16. Dondis A. Dondis. (1998). A Primer to Visual Literacy. Cambridge & London : The MIT press, 194 p.
  17. Hattwig D., Bassert K., Medaille A., Burgess J. (2013). Visual Literacy Standards in Higher Education: an Opportunities for Libraries and Student Learning. Libraries and the Academy. Vol. 13. № 1, pp. 61–89.
  18. Jewitt C. (2005). Multimodality, «Reading», and «Writing» for the XXI Century. Discourse: Studies in the Cultural Politics and Education. Vol. 26, No 3, September, pp. 315–331.
  19. Levie W. H., Lentz R. Effects of Text Illustrations: A Review of Research. Educational Communications and Technology Journal. Vol. 30, № 4, 1982, pp. 195-232.
  20. Lowe, R. Visual Literacy In Science and Technology Education. UNESCO International science, technology & environmental education newsletter, Vol. XXV, No. 2, 2000, p. 2.
  21. Matusiak К. (2019). Visual Literacy in Practice: Use of Images in Students’ Academic Work. College & Research Libraries. Vol. 80. № 1, pp. 123-139.
  22. Mirzoeff N. (2015). How to See the World. An Introduction to Images, from SelfPortraits to Selfies, Maps to Movies, and More. L. : Routledge, 352 p.
  23. Purgar K. (2014). Visual studies and the pictorial turn: Twenty years later. IMAGES. Journal for visual studies.