Overview
As was discussed earlier in the section "The language of interdisciplinary literacy," there is much debate about what actually constitutes a genre of literature. Although an argument can be made for inclusion of graphic representations of history as a text structure or even a representation, for the purposes of this module "graphic representations" are included as a genre because, as conceived here, they meet the criteria of a genre. First, graphic representations in history have a central commonality and a similar format- they present information in a visual way through images, symbols, numbers, or other illustrative or diagrammatic means (charts, maps, etc.). Second, graphic representations in history are united by a common content. These visual, diagrammatic, or illustrative representations all serve to present some event, character, episode, problem/issue, or phenomenon in history. Because the three major elements of genre are present - commonality, format, and content - it can be argued that graphic representations constitute a genre of history.
Yet of the genres presented in this module, graphic representations are often overlooked as an area of "literacy development" or even "reading comprehension." These literacy skills, often developed within a subset of literacy referred to as "media," "digital," or "visual" literacy, are crucial to the development of "contemporary digital culture and commerce" (Matrix & Hodson, 2014; Osterman 2013). Further, with state mandated tests increasingly using graphic, illustrative, and diagrammatic sources, teachers have found themselves scrambling to include these important forms of information in their teaching and assessment. This rise of graphic representations as informational texts has also gained momentum as teachers work to meet the needs of "visual learners" and address the competencies of CCSS and NC Essential Standards. Whereas the debate is still quite heated over whether or not learning styles have a significant (if any) impact on student learning (see NPR story from 2011), there is still anecdotal evidence from the field that suggests that students are much more in-tune with visual teaching approaches.
Steve Hill, a social studies teacher at JH Rose High School in Greenville, NC who has reached state-wide acclaim for his use of art in the classroom argues, "We live in the most visually saturated age in the history of mankind. No matter what textual reading level our students may possess, they are all advanced visual readers. Think about a newborn child's ability to determine if a face it is looking at is friend or foe. They react quickly based off of their visual interpretation. You can reach ALL of your students EVERY TIME by exploiting the use of visuals, no matter what their textual reading level." Yet, some teachers like Phil Woolard, a social studies teacher at North Pitt High School in Bethel, NC notes that from his experience, the form of visual representation is what distinguishes present students from students in the past. Phil comments, "My opinion is that they are more visual, however it doesn't span ALL visual learning. I think they are naturally more 'motion visual' than anything. I find they have to be instructed more to interpret still objects, however once they have mastered the ability to interpret, they can do it quickly. THE INSTRUCTION IS THE KEY. Most (not all) students I deal with have to have their interest peaked. They want information given to them rather than seek for themselves. The interpretation or 'learning' that results from visuals is a learned skill."
Yet of the genres presented in this module, graphic representations are often overlooked as an area of "literacy development" or even "reading comprehension." These literacy skills, often developed within a subset of literacy referred to as "media," "digital," or "visual" literacy, are crucial to the development of "contemporary digital culture and commerce" (Matrix & Hodson, 2014; Osterman 2013). Further, with state mandated tests increasingly using graphic, illustrative, and diagrammatic sources, teachers have found themselves scrambling to include these important forms of information in their teaching and assessment. This rise of graphic representations as informational texts has also gained momentum as teachers work to meet the needs of "visual learners" and address the competencies of CCSS and NC Essential Standards. Whereas the debate is still quite heated over whether or not learning styles have a significant (if any) impact on student learning (see NPR story from 2011), there is still anecdotal evidence from the field that suggests that students are much more in-tune with visual teaching approaches.
Steve Hill, a social studies teacher at JH Rose High School in Greenville, NC who has reached state-wide acclaim for his use of art in the classroom argues, "We live in the most visually saturated age in the history of mankind. No matter what textual reading level our students may possess, they are all advanced visual readers. Think about a newborn child's ability to determine if a face it is looking at is friend or foe. They react quickly based off of their visual interpretation. You can reach ALL of your students EVERY TIME by exploiting the use of visuals, no matter what their textual reading level." Yet, some teachers like Phil Woolard, a social studies teacher at North Pitt High School in Bethel, NC notes that from his experience, the form of visual representation is what distinguishes present students from students in the past. Phil comments, "My opinion is that they are more visual, however it doesn't span ALL visual learning. I think they are naturally more 'motion visual' than anything. I find they have to be instructed more to interpret still objects, however once they have mastered the ability to interpret, they can do it quickly. THE INSTRUCTION IS THE KEY. Most (not all) students I deal with have to have their interest peaked. They want information given to them rather than seek for themselves. The interpretation or 'learning' that results from visuals is a learned skill."