A9.1: Photo-Visual Literacy

Deidra Darst

10/20/07

What [do you know/can you find out] about photo-visual literacy skills?

Through the Alkali and Hamburger article, I know that photo-visual literacy skills encompass a person’s abilities to use “vision to think” (Eshet-Alkali & Amichai-Hamburger, 2004).  Digitally literate individuals are able to make sense of direction and information provided via a computer screen.  This includes understanding and interpreting computer interfaces and icons.  I found a website concerned with digital literacy.  The author stated that Eshet-Alkali dubbed computer icons “the new letters” (Aphek, 2005).  This statement is very relevant in today’s computer-focused world; one must understand how to read and interpret icons just as they need to interpret alphabetic letters when reading and writing.  After reading searching this website I automatically think about computer games such as Rollercoaster Tycoon and Sims.  These games require users to understand and utilize numerous icons in order to play them.  I had to actively learn the functions of each icon before I could play these games. 

What are your reactions to the idea that there are such skills?

As I discussed with Mrs. McComas earlier this week, I guess I knew this type of literacy existed but I never really thought about it.  Because I have grown up using computers I often take such knowledge for granted.  Once the idea was brought to my attention that photo-visual literacy skills exist I understood their significance.  Photo-visual literacy skills have been a part of my life for almost as long as I can remember, so I have been honing my skills for nearly 22 years!  However, for members of older generations who wish to modernize their literacy skills, developing photo-visual literacy would be a necessity.  This particular skill is the basis of computer use – one must be able to read, understand, and interpret digitally-provided information in order to act upon it.   

How do you think this “new” literacy will change education/schooling?

This “new” literacy has changed education/schooling as we know it.  The first thing that comes to my mind is distance learning.  Educational programs and courses have the potential to reach distance learners via the Internet.  Students are no longer required to gather in a designated meeting place, but rather receive instruction from anywhere in the world (anywhere, with an Internet connection, that is!)  None of this would be possible without the development of photo-visual literacy.  Students can be academically successful when they know how to decipher the new “language” of computers.  The second Eshet article that I referenced stated that photo-visual literacy skills can aid second language learners.  I found this interesting because my research project for CD 315 involves bilingual children who are developing a second language.  By watching and listening to a program that used another language, young children were able to pick up on that language.  The “new” literacies that came with the computer age have drastically changed how we live, learn, think, communicate and work.  I believe that our literacies skills will continue to change and adapt as technology improves. 

Aphek, E. (2005).  Digital, highly connected children: Implications for education.  Retrieved October 19, 2007, from http://www.creativityatwork.com/articlesContent/aphek/digital-literacy3.html

Eshet-Alkali, Y., & Amichai-Hamburger, Y. (2004, August).  Experiments in digital literacy.  Cyberpsychology and Behavior, 7(4), 421-429.   

Eshet, Y. (2002, June 1). Digital literacy: A new terminology framework and its application to the design of meaningful technology-based learning environments.  Retrieved October 19, 2007, from the ERIC database.