Response 1: Navigating the hidden (and lost) POWer of images in text

Module 2: New Technology for New Learners

Response 1

         Finding space and time for the visual in K-12 literacy instruction was a great, thought provoking article written by Hassett & Schieble (2007). “Using examples from picture books and graphic novels, they expand our understanding of how readers extend three cueing systems—graphophonic, semantic, and syntactic—to negotiate multiple levels of meaning in visual text” (Hassett, & Schieble, 2007,
p.62). The authors emphasized the dynamics of print image relationships and did an excellent job of providing relevant examples to share with students at different levels. In the past if students had a question we directed them to the encyclopedias; now we google our questions and students are presented with visual images, videos, interactive texts and multiple links. The authors are quite correct that students must decode numerous meanings from text/image. 

However, when I first read the article I found the authors' tone a bit assuming or stereotypical about the quality of reading instruction that is occurring in educational environments. It was the phrase that educators must leave “behind the idea that texts “contain” information that readers “receive” and moving toward an understanding that meaning is produced through active negotiation, conversation, and communication of individual values and thoughts (Hassett, & Schieble, 2007, p. 63) which I found a bit assuming. I have been teaching for 11 years and I use two programs that I think emphasize metacognition and activating prior knowledge (culturally, socially and literacy based).  I feel like we, as an educational community, have moved beyond the “read a text book and take a test” approach.  I use the program Reading 44  (North Vancouver School District  http://www.nvsd44.bc.ca/Reading44/main.html ) and Reading Power (Adrienne Geer-  http://www.readingpowergear.com/bio.html )  and think they both are wonderful.

There are hundreds of studies and documents that support that teaching reading is an active, dynamic process. According to Tharp (1998) in Reading 44, “ Basic thinking skills –the ability to form, express and exchange ideas in speech and writing- are most effectively developed through dialogue, that is, through the process of questioning and sharing ideas and knowledge “ (p. 217).  This was written 15 years ago and I believe as an educational community we have embraced this idea, especially our second language teachers.  In a Reading Teacher article Creating Language-Rich Instruction for English-Language Learners Bauer and Manyak (2008) state “teachers should accompany oral explanations and teacher read-alouds with visuals, realia, gestures, and dramatization to illustrate key concepts and vocabulary. Teachers must find ways to activate and build students’ background knowledge through the use of visuals, demonstrations, and graphic organizers… When possible, hands-on experiences should precede the reading of text. (p. 176).

However, as I continued reading the article I had many “aha” moments that will cause me to search for relevant, age appropriate image text relationship examples to begin this visual toolbox our future generation must (must, must, must) build to decode. I loved some of the examples the authors shared where “the print becomes a tool or a scaffold for making meaning of the image, versus the traditional notion of images illustrating print” (Hassett, & Schieble, 2007, p. 64) such as The Stinky Cheese Man.  I have always asked the students to look at the text and predict what the author has chosen to place it atypically on the page but I have never picked up the book to use it as an example.

I also thought that authors did a nice job of presenting the idea that “the text-image relationship, then, requires an active reader to make meaning using his or her socio- cultural knowledge and background to make the images come alive in relation to the print” (Hassett, & Schieble, 2007, p.66) as readers face print that is dominated by images.

One thing I find overwhelming is that in order for students to decode the complicated images they will be faced with, they will still need to know large bodies of information. It is so important that we choose carefully how we “uncover” the curriculum and still maintain the integrity of a current, dynamic balanced literacy programs. For example, in the graphic image of the Swastica in the park, the authors provide a great example of the visual toolbox students will need to communicate their ideas. The need to have the historical background and the communicative ability to share their response to it in order to participate in making meaning of the image is also mentioned.

In conclusion, this article taught made me think carefully about how I will expand my use of hybrid texts in which  “the visual takes on a distinct role. It carries information differently than alphabetic print by calling on emotional and affective associations in the reader’s/viewer’s mind” (Hassett, & Schieble, 2007, p.67) because this is a critical literacy skill for our students.

References

Armstrong, K. (2011, August 15). Lled459week2modulenotes. Retrieved from 5116011.tp0/cobaltMainFrame.dowebct

Bauer, E., & Manyak, P. C. (2008). Creating Language-Rich Instruction for English-Language Learners. Reading Teacher, 62(2), 176-178. Retrieved from EBSCOhost.

School District No. 44 North Vancouver,. (Ed.). (1999). Reading 44 a core reading framework. North Vancouver: c/o Leo Marshall Curriculum Centre.

Hassett, D.W. & Schieble, M. (2007). Finding space and time for the visual in K-12 literacy instruction. English Journal 97, 1, 62-68.