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Visual Literacy Learning as a Cognit...

Thorpe, Michael C.

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Visual Literacy Learning as a Cognitive Approach to Social Media: A Narrative Inquiry of Educators in Middle School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Visual Literacy Learning as a Cognitive Approach to Social Media: A Narrative Inquiry of Educators in Middle School./
Author:	Thorpe, Michael C.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	139 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Curriculum development. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31298115
ISBN:	9798383058763

Visual Literacy Learning as a Cognitive Approach to Social Media: A Narrative Inquiry of Educators in Middle School.
Thorpe, Michael C.

Visual Literacy Learning as a Cognitive Approach to Social Media: A Narrative Inquiry of Educators in Middle School. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 139 p.

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ed.D.)--National University, 2024.

This study explored middle school students' difficulty identifying legitimate information sources because of social media influences. Middle school educators can adapt teaching methods with visual literacy learning to help develop critical thinking skills in their curriculum. This qualitative narrative inquiry study explored middle school educators' perceptions through their stories of visual learning literacy tools they created and implemented in their classrooms to instruct students who find it difficult to identify legitimate information sources because of social media influences. Educators shared stories of using visual tools to help students decode, comprehend, and analyze images while constructing a foundation for a functional understanding of social media with its possibly misleading information. The study's conceptual framework was associated with a cognitive approach to visual literacy to the learning styles of digital natives. The research questions aim to explore middle school educators' detailed descriptions of visual learning literacy tools they created and implemented in the classroom to develop student's critical thinking skills for evaluating social media content. The research questions are directed toward educators in the natural setting who develop instruction for the classroom. The implication of this research supports existing research by providing a narrative from participating teachers on how they used visual literacy tools in the classroom. The teachers provided stories of how they accomplished problem-solving challenges in the specific topics they taught in a middle school environment, adding to the body of knowledge by using visual literacy tools.

ISBN: 9798383058763Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Social media influences

Visual Literacy Learning as a Cognitive Approach to Social Media: A Narrative Inquiry of Educators in Middle School.
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520 $a This study explored middle school students' difficulty identifying legitimate information sources because of social media influences. Middle school educators can adapt teaching methods with visual literacy learning to help develop critical thinking skills in their curriculum. This qualitative narrative inquiry study explored middle school educators' perceptions through their stories of visual learning literacy tools they created and implemented in their classrooms to instruct students who find it difficult to identify legitimate information sources because of social media influences. Educators shared stories of using visual tools to help students decode, comprehend, and analyze images while constructing a foundation for a functional understanding of social media with its possibly misleading information. The study's conceptual framework was associated with a cognitive approach to visual literacy to the learning styles of digital natives. The research questions aim to explore middle school educators' detailed descriptions of visual learning literacy tools they created and implemented in the classroom to develop student's critical thinking skills for evaluating social media content. The research questions are directed toward educators in the natural setting who develop instruction for the classroom. The implication of this research supports existing research by providing a narrative from participating teachers on how they used visual literacy tools in the classroom. The teachers provided stories of how they accomplished problem-solving challenges in the specific topics they taught in a middle school environment, adding to the body of knowledge by using visual literacy tools.
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