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Teaching Graphicacy
On this page I would like you to think about what you might need to teach in terms of graphicacy in a primary school context and how you might teach it. Aldrich and Shepherd (2000) raise some pertinent issues in relation to the prior knowldge required by children before they can make sense of some images and, by implication, the assumptions made by the image-makers. They make a strong case for the explicit teaching of graphicacy; not as a subject in itself (although it could be argued that it has as valid a place in the curriculum as literacy and numeracy), but in subject contexts where visual images are used to communicate information.
Task
Click on the links below which go to pages showing related visual images which could be used in different subject contexts. Make notes in answer to the questions on each page.
Some visual images can be challenging, even for adults to explain. How would you explain this image to children?
Graphs and charts have a certain mystique which implies that they should always be taken seriously. Sometimes they can be meaningless, or even humourous in their intent. Image
Reference
Aldrich F & Sheppard L (2000) ‘Graphicacy’: the fourth ‘R’? in Primary Science Review, 64, 8-11
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