ABSTRACT
This chapter discusses educational issues related to the use of visuals: pictures, graphs, artwork, and charts. It examines digital literacy, and discusses the content area teacher's role in helping students construct knowledge using computers, software, the Internet, and the tools within makerspaces. The chapter deals with media literacy, including that related to social media. Visual literacy is becoming increasingly necessary for everyday types of reading. It's virtually impossible to open a newspaper or news magazine without finding information in chart form or in symbols of some sort. Working on an iPad, student Cindy produced work in both visual and auditory modes, acting "as her own conductor, making different modes work together in an orchestrated fashion so that they would convey the meanings she wanted them to convey". Lasley and Haas offer instructional strategies, such as graphic organizers, visual note-taking, and composing narrative text, to use with wordless picture books.
