Home » Critical Graphicacy: Understanding Visual Representation Practices In School Science by Lilian Pozzer-Ardenghi
Critical Graphicacy: Understanding Visual Representation Practices In School Science Lilian Pozzer-Ardenghi

Critical Graphicacy: Understanding Visual Representation Practices In School Science

Lilian Pozzer-Ardenghi

Published August 1st 2005
ISBN : 9781402033759
Hardcover
285 pages
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 About the Book 

School science is dominated by textbook-oriented approaches to teaching and learning. Some surveys reveal that students have to read, depending on academic level, between ten and thirty-six pages per week from their textbook. One therefore has toMoreSchool science is dominated by textbook-oriented approaches to teaching and learning. Some surveys reveal that students have to read, depending on academic level, between ten and thirty-six pages per week from their textbook. One therefore has to ask, To what degree do textbooks introduce students to the literary practices of their domain? Few studies have addressed the quality of science curriculum materials, particularly textbooks, from a critical perspective. In this light, we are concerned in this book with better understanding the reading and interpretation practices related to visual materials - here referred to as inscriptions - that accompany texts. Our overarching questions included: What practices are required for reading inscriptions? and Do textbooks allow students to develop levels of graphicacy required to critically read scientific texts? Some of the more specific questions included: What are the practices of relating inscriptions, captions, and main text?, and What practices are required to read inscriptions in school textbooks? That is, we are interested not only in understanding what it takes to interpret, read, and understand visual materials (i.e., inscriptions), but also in understanding what it takes to engage inscriptions in a critical way. It is only when citizens can critically engage with language (texts, speech) and inscriptions that they become knowledgeable users of television, newspapers, and magazines, who can choose or leave aside particular expressions as part of the particular politics that they participate in.