Visual Literacies: An Ecology Arts-based Pedagogical Model

Authors

  • Susan Marie Holloway University of Windsor

DOI:

https://doi.org/10.20360/G2R59F

Keywords:

New Literacies, Visual Literacies, Critical Literacies

Abstract

The study explores visual literacies and critical literacies students may experience utilizing photography aimed at engaging youth in thinking more deeply about their relationships to the environment and the communities they live in. This is a case study based on interviews with a total of 5 participants. I argue that visual literacy expands students’ opportunities to build productively upon print-based literacy practices, evens the playing field to some extent for English Language Learners, and connects youth in creative ways to think about being citizens in their communities and the world.

Author Biography

Susan Marie Holloway, University of Windsor

Susan M. Holloway is an assistant professor in the Faculty of Education at the University of Windsor. Her research interests focus on critical literacy, lifelong learning, second language acquistion theory, feminist and poststructural theory.

Downloads

Published

2012-11-30

How to Cite

Holloway, S. M. (2012). Visual Literacies: An Ecology Arts-based Pedagogical Model. Language and Literacy, 14(3), 150–168. https://doi.org/10.20360/G2R59F

Issue

Section

Articles