
???? ??????? ??????? ?? ????? ?????? ?????? ???????? ???? ????? ????? ??????? ????????? ???????? ??? ??????? ?????????? ???? ?? ???????? ??????????? ???????? ??????. ???? ????? ??? ??????? ?????? ?? ???? ????? ????????? ???????? ?????????? ?????????? ???? ??? ?????? ?????? ??? ??????? ???????. ????? ?? ?????? ???????? ??????? ??????? ???????? ????????? ?????? ?????? ????????. ????? ???? ??????? ??????? ??????? ??? ??????? ???????? ????? ??? ???????? ?? ????? ?????? ???????? ??????? ???? ?? ?????? ???? ??????? ?????? ?? ?? ?????? ??????? ??? ??????? (Childers & Lowry, 2000).
?????? ?????? ????????? ??? ?? ???? ??????? ??????? ???? ?? ?? ??? ???. ????? ??????? ??? ?? ??????? ??? ??????? ?????? ?? ???? ???? ???? ????? ?? ?? ?? ????? ??? ?????? ???? ????? ????? ?? ??????? (Brumberger, 2011). ??? ????? ?????? ???????? ??????? ??? ???? ?? ??????? ??????? ????? ???? ????? ?? "?????? ???????? ????????" ?? "??????? ?? ??? ???????" (Brumberger, 2011). ???? ????? ?????? ???????? ???????? ??? ??????? ?? ??? ????????? ????? ????? ?? ???? ???? ???????? ??? ????? ?????????? ?????? ???????? ???????? ???????? (Brumberger, 2011). ????? ??? ???? ???? ??????? (2005)? ???? ??? ????? ?????? ???????? ????????? ??? ?????? ??????? ???? ???????? ??? ??? "????? ?????? ??????? ?? ?????? ?? ????????? ??????? ???? ???? ??? ?? ?? ???? ????" (Brumberger, 2011, ? 29). ????? ??????? (2005):
"??????... ??????? ??? ????? ???? ?? ??? ?????? ??????? ??????? ?? ??????? ?? ????? ??????? ????? ??? ?? ?? ?????? ??? ???????. ??? ??????? ?????? ??? ???????????? ??????? ????? ??????? ?????? ?????????? ?????? ???????? ?????????." (? 2)
??? ???? ????? ???????? (2011) ?? ????? ????? ?????? ???????? ???????? ?????? ?? ?????? ???? ??????? ???? ??? ???????. ????? ?? ????? ?? ?????? ?????? ?? ??????? ??????? ???????? ????? ????? ???????? ?????? ?? ????? ??????? ?????? ??????? ?????? ???????? ????????? ?????? ???? ?????? ?? ??????? ??????????? ???? ??????????? ??????? ??????? ???? ????????? ?????? ???? ??? ????. ????? ??? ?? ?????? ??????? ??????? ?????? ?????? ??? ???? ????? ?????? ????? ?? ?? ??? ???? ????? ?? ????? ???? ??? ????? "?????" ????? ???? ????. ??? ??????? ??? ????? ?? ????? "??? ?????????" ?? "??????? ???? ?? ??? ????????? ?? ?????? ?????? ????????. ?? ????? ???? ?? ?????" (??? ??? ?? Davis, 2017? ?. 181).
???? ??????? ?? ?? ?????? ???????? ????? ??? ????????? ?????? ???? ????? ?????? ??????? ????? ?????? ?????? ????? ???????? ?? ??? ??? ????????? ?????? ????????? ??? ?? ???? ??? ???????? ????? ???? ????? ??????? ??????? ???? ???? ????? ?? ???????? ????????? ?? ?????? ????????. ?????? ??? ???????? ??? ???? ??????? ???????? ?? ?????? ?? ?????? ????? ???????? ????????? ?? ????? ???????? ?? ????? ????? ??? ?????? ??????.
???? ?????? ??? ?????? ?????? ?????????? ??? ?? ??? ????? ????? ?? ??? ????? ??? ???? ?????.
While people worldwide have become increasingly dependent on visuals, in education precedence is still given to verbal communication. Visual literacy has not been given much importance as traditional literacy, particularly in the higher secondary schools. This fact can be easily demonstrated in textbooks, teaching approaches and assessments adopted officially at the secondary level.
Teachers generally are use verbal means to communicate, analyze, and interpret different texts. While the communication mode goes visual globally and locally, some teachers are reticent to instruct their students in the non-verbal skills in which they themselves have little or no training (Childers & Lowry, 2000). students and teachers alike are using more visuals than ever before. Research states that the balance between words and images has shifted significantly calling for new forms of literacy (Brumberger, 2011). The world has been saturated with visuals to the extent that new generations are frequently called �digital natives� or �millennial learners� (Brumberger, 2011). Digital natives refer to students, or even teachers, who have grown up in media-rich environment with computers, video games, and cell phones (Brumberger, 2011). According to Mark Prensky(2005) , who coined the term digital native, the repeated exposure to these technologies has resulted in �enhanced thinking skills in several areas; many of which are visually oriented� (Brumberger, 2011, p.29). Prensky (2005) added that,
�Our students � are so different from us that we can no longer use either our 20th century knowledge or our training as a guide to what is best for them
educationally. They are native speakers of technology, fluent in the digital language of computers, video games, and the Internet.� (p2)
Yet, Brumberger (2011) believes that the advocates of the notion of digital natives rarely provide any empirical evidence to support this claim. He added that people might be good at using digital tools but not at developing the visual and critical thinking necessary to navigate, analyze, and properly interpret the flood of visuals encountered. Therefore, although students are native image-viewers, they are not image-readers unless there are prior instructions or training on how to critically �read� visuals. Richard Saul Wurman, in his book, Information Anxiety argued that, �there is no lack of information in today�s media-rich environment. What we lack is understanding� (as cited in Davis, 2017, p. 181).
The heart of the matter is that the educational system is required to respond to the communication shift in today�s globalized world and educate students on how to engage in such multiliterate societies. Teachers, on their part, are still endeavoring to make sense of what visual literacy is and how visual literacy can be interweaved with the traditional literacies in classrooms. Teachers are supposed to be aware of this shift towards visual communication, possess the
basic visual skills or be trained for that purpose.
#Visual_Culture #Modern_Era #Traditional_Literacy #Visual_Literacy #Education_Shift #Digital_Natives #Media_Rich #Visual_Communication #Teaching_Methods #Critical_Thinking #Visual_Skills #Multiliterate_Societies #Educational_Reform #Teaching_Training #Textbook_Analysis #Ifad #Rashad
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