I See What You Mean Children at Work With Visual Information

Moline, Steve

Longman Cheshire Pty Ltd

"Write your answer and if you have time left over, you can draw a picture."This all-too-familiar instruction to children sends the unfortunate message that writing has content and value and will be graded, but drawing is optional and will be ignored.Yet these assumptions are not true of real-world information texts, whether they are reference books or CD-ROM resources. Information can come in pictures as well as in words, and more usually in the kind of text that combines images with words. Teachers across the curriculum, therefore, have an obligation to teach students how to read and write these visual texts.In this activity-laden resource book Steve Moline outlines learning/literacy strategies that require students to communicate graphically. Over 100 student examples illustrate how students can communicate some concepts better with visual texts than with conventional, word-only texts. These strategies will be especially helpful for students who struggle with writing or who are visual learners.Noted writer and illustrator Steve Moline:defines the purpose, context, and outcomes of each kind of visual display;explains how to match written text with the most appropriate type of visual text;provides Big Book examples where many types of visual displays are used;includes a chapter on basic graphic design for classroom publishing projects.Because visual literacy extends into all subject areas, any elementary classroom teacher will find I See What You Mean a helpful source of information and ideas, particularly for thematic work that integrates the curriculum.

I See What You Mean: Children at Work with Visual Information

Children's Books

Celebration Pr

Visual texts are important for comprehension and the development of writing skills. Used to summarize information graphically, visual texts help children remember and analyze what they have read. Teachers can also better assess how well their students understand and interpret text. These books are great for grades 1-6 teachers who would like additional support helping their students read, write, and interpret visual texts. It provides children with: examples of information genresexamples of visual texts found in many information sourcesassessment sheets for each kind of textunits of work for reading and viewing, writing and drawing, listening and speaking

Dominie Information Toolkit: Using non-fiction genres and visual Texts, Book A

Education & Teaching

Schools & Teaching

Dominie Pr

Dominie Information Toolkit: Using Nonfiction Genres and Visual Texts, Book C

"Write your answer and if you have time left over, you can draw a picture." 
This all-too-familiar instruction to children sends the unfortunate message that writing has content and value and will be graded, but drawing is optional and will be ignored.
Yet these assumptions are not true of real-world information texts, whether they are reference books or CD-ROM resources. Information can come in pictures as well as in words, and more usually in the kind of text that combines images with words. Teachers across the curriculum, therefore, have an obligation to teach students how to read and write these visual texts.
In this activity-laden resource book Steve Moline outlines learning/literacy strategies that require students to communicate graphically. Over 100 student examples illustrate how students can communicate some concepts better with visual texts than with conventional, word-only texts. These strategies will be especially helpful for students who struggle with writing or who are visual learners.
Noted writer and illustrator Steve Moline: defines the purpose, context, and outcomes of each kind of visual display;explains how to match written text with the most appropriate type of visual text;provides Big Book examples where many types of visual displays are used;includes a chapter on basic graphic design for classroom publishing projects.Because visual literacy extends into all subject areas, any elementary classroom teacher will find I See What You Mean a helpful source of information and ideas, particularly for thematic work that integrates the curriculum.

I See What You Mean

Stenhouse Publishers

Some educators may view diagrams, pictures, and charts as nice add-on tools for students who are visual thinkers. But Steve Moline sees visual literacy as fundamental to learning and to what it means to be human. In Moline's view, we are all bilingual. Our second language, which we do not speak but which we read and write every day, is visual. From reading maps to decoding icons to using concept webs, visual literacy is critical to success in today's world. The first edition of I See What You Mean, published in 1995, was one of the first books for teachers to outline practical strategies for improving students' visual literacy. In this new and substantially revised edition, Steve continues his pioneering role by including dozens of new examples of a wide range of visual texts--from time maps and exploded diagrams to digital tools like smartphone apps and "tactile texts." In addition to the new chapters and nearly 200 illustrations, Steve has reorganized the book in a useful teaching sequence, moving from simple to complex texts. In one research strategy, called recomposing, Steve shows how to summarize paragraphs of information not as a heap of "interesting facts" but as a diagram. The diagram can then work as a framework for students to follow when writing an essay. This overcomes the teacher's problem of "cut and paste" essays, and, by following their own diagram-summary, students have an answer to their familiar questions, "Where do I start? What do I write next?

Routledge

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Books by Moline, Steve