conclusion
Follow up Activities
Activity 1: Participants will meet with their grade level teams and brainstorm a list of ways to incorporate the new strategies, tools, and resources learned during the workshop into their daily curriculum. This includes the use of photography, photo stories, storyboards, and infographics. Each grade level team should come up with at least two ideas for how to integrate digital resources into ELA, Math, Social Studies and Science standards.
Activity 2: Participants will create a STEM-related infographic for students and/or parents. The infographic should display important information in a easy-to-read, attractive format. Suggestions of STEM-related topics include The Engineering Design Process, S.T.E.M. Day Challenges, and STEM-related careers.
Activity 1: Participants will meet with their grade level teams and brainstorm a list of ways to incorporate the new strategies, tools, and resources learned during the workshop into their daily curriculum. This includes the use of photography, photo stories, storyboards, and infographics. Each grade level team should come up with at least two ideas for how to integrate digital resources into ELA, Math, Social Studies and Science standards.
Activity 2: Participants will create a STEM-related infographic for students and/or parents. The infographic should display important information in a easy-to-read, attractive format. Suggestions of STEM-related topics include The Engineering Design Process, S.T.E.M. Day Challenges, and STEM-related careers.
References
Ann, W. P., Semali, L., Rodenberg, R. K., Giles, J. K., & Macaul, S. L. (2000). Intermediality: Bridge to critical media literacy. The Reading Teacher, 54(2), 208-219. Retrieved from http://articles.westga.edu/login?url=http://search.proquest.com/docview/203274001?accountid=15017
Baker, L. (2015). How many words is a picture worth? Integrating visual literacy in language learning with photographs. English Teaching Forum, 53(4), 2-13.
Brake, M. (2015). Visual Literacy: Words and Pictures. Training & Development (1839-8561), 42(2), 7-9.
Cherow- O’Leary, R. Creating Critical Viewers: A Personal Reflection. Journal of Media Literacy Education. 6(2), 87-92. Retrieved from http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1203&context=jmle
Considine, D. Critical Viewing and Critical Thinking Skills. Center for Media Literacy. Retrieved from http://www.medialit.org/reading-room/critical-viewing-and-critical-thinking-skills
Kobre, K. (2013). Photo journalism: The professionals’ approach. Burlington, MA: Focal Press.
McVicker, C. (2007, September). Comic strip as a text structure for learning to read. The Reading Teacher 61(1) 85-88. Retrieved from https://westga.view.usg.edu/d2l/le/content/1162530/viewContent/20010500/View
Pantaleo, S. (2015). English in Education. Language, Literacy, and Visual Texts. Retrieved from http://articles.westga.edu:2105/eds/detail/detail?vid=8&sid=9e7731ce-e99c-49db-af5f-931352a671a6%40sessionmgr103&hid=104&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=2015874665&db=mzh
Schaffhauser, D. (2012, December 19). Picture Perfect: Teaching to Visual Literacy. THE JOURNAL. Retrieved from https://thejournal.com/articles/2012/12/19/picture-perfect-teaching-to-visual-literacy.aspx.
Silverman, K. & Piedmont, J. (May/June, 2016) Reading the Big Picture: A Visual Literacy Curriculum for Today. American Library Association. 44(5), 32-37.
Baker, L. (2015). How many words is a picture worth? Integrating visual literacy in language learning with photographs. English Teaching Forum, 53(4), 2-13.
Brake, M. (2015). Visual Literacy: Words and Pictures. Training & Development (1839-8561), 42(2), 7-9.
Cherow- O’Leary, R. Creating Critical Viewers: A Personal Reflection. Journal of Media Literacy Education. 6(2), 87-92. Retrieved from http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1203&context=jmle
Considine, D. Critical Viewing and Critical Thinking Skills. Center for Media Literacy. Retrieved from http://www.medialit.org/reading-room/critical-viewing-and-critical-thinking-skills
Kobre, K. (2013). Photo journalism: The professionals’ approach. Burlington, MA: Focal Press.
McVicker, C. (2007, September). Comic strip as a text structure for learning to read. The Reading Teacher 61(1) 85-88. Retrieved from https://westga.view.usg.edu/d2l/le/content/1162530/viewContent/20010500/View
Pantaleo, S. (2015). English in Education. Language, Literacy, and Visual Texts. Retrieved from http://articles.westga.edu:2105/eds/detail/detail?vid=8&sid=9e7731ce-e99c-49db-af5f-931352a671a6%40sessionmgr103&hid=104&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=2015874665&db=mzh
Schaffhauser, D. (2012, December 19). Picture Perfect: Teaching to Visual Literacy. THE JOURNAL. Retrieved from https://thejournal.com/articles/2012/12/19/picture-perfect-teaching-to-visual-literacy.aspx.
Silverman, K. & Piedmont, J. (May/June, 2016) Reading the Big Picture: A Visual Literacy Curriculum for Today. American Library Association. 44(5), 32-37.