Visual Literacy and Media Literacy: A Comparison

After doing a little studying of visual and media literacy, I find it interesting how these two ideas have many similarities, but at the same time have many stark differences. On the surface it is obvious that they both have two parts; VL calls them encoding and decoding while ML calls them construction and deconstruction. It is also apparent that both of them have levels of experience that very from doing/producing up to symbolizing/analyzing. One glaring difference is the fact that VL is focusing on visuals wheres ML has multimedia at its disposal and chooses senses based on a wide array of factors.

A concept that emerges from ML that is disheartening is how information that was eliminated by the creator is lost information. Media shows exactly what the producer wants it to show. Visuals aren't quite as cut-and-dried since the decoder has more room for interpretation and the context of the visual cannot be manipulated as thoroughly as something more multimedia oriented. This isn't to say it cannot be accomplished, but it is more difficult and requires much more planning and thought, since you can only control one aspect of the design.

Both VL and ML are very direct in their purpose and they both try and simplify difficult topics. However, VL tends to help organize the visual cues and uses design to make sure the message being sent is clear while ML has the ability to skew or sway the uniformed deconstructor in their interpretations.

I feel as though both types of literacy have strong influences on the Democratic process. You are hard-pressed to find a newspaper that doesn't contain some type of political cartoon (VL) or a television show that has commercials geared towards the programs viewing audience. It is also apparent that both literacies are shaping beliefs and attitudes of EVERY demographic. From the daycare newsletter for my son (with cute duckies and turtles) to commercials during Martha Stewart for assisted living centers, everyone is a target for media in some way, shape or form. What is encouraging to see is how both literacies strive to make the learner more of an abstract thinker and help them learn how to ask the right questions and think for themselves. If more of the general public would do this, I think media would be forced to rethink their methods and we would have a stronger nation, both academically and globally orientated.

How theories supporting IT fit into Educational Theories

I decided to attack this problem from the obvious to the more problematic? paring. First a quick rundown:
Perennialism->Systems Theory
Essentialism->Behaviorism Theory
Progressivism->Communications Theory
Reconstructivism->Constructivism Theory

Okay, here's the "whys" of what's been done.
I put progressivism with communications since communications deals so much with how the process of comm. works. This lends itself very well to the project based ideas of progressivism. Overall I perceive a good overlap in their respective fields of experience.

Essentialism was paired with behaviorism since both of them seemed to lend well to mass education. Also the chance to civilize those masses would make both Skinner and Pavlov begin to salivate. :)

The truth seekers we know as perennilists seem to agree with the process of systems theorists. The only snafu I forsee is the fact that systems theory has a focus on the procedure or process, but the perennialism school of thought knows that the truth is out there and there is a tried and true way of finding that truth. Could be a bump int he road for that marriage.

Last, I paired the global view of reconstructionism with the learning theory of constructivism. The whole idea of shifting from consumers to producers matches well with the social and moral issues that are addressed by reconstructivists. There could be issues with needing a facilitator, but at least that guarantees me a job.

Not all perfect fits, but good enough to make a good strong case.

A Little Intro

Hello fellow Iowa Staters, my name is Aaron Hamann and it is great to again be an ISU student. I am currently in the process of moving from Ossian, Iowa to Strawberry Point, Iowa. Next year I will be beginning a new job at Ed-Co High School teaching upper level mathematics after being at South Winneshiek for 5 years. I have been married to my wife Shanna for six years in July and we have a 2 1/2 year old son named Dakota.

One unique characteristic that I have is the knack for remembering obscure band or artist names as well as song names. I am best at 70's and 80's bands, but any artist is fair game. I am constantly testing my wife when we are listening to the radio, especially when it is the name is super strange.

My hopes for learning in CI501 is to get a feel for what the program is all about as well as get a feel for what types of things I already know and what I need to learn more about. I also have a goal of learning what type of time commitment I need and to learn a new way of learning.

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