This article promotes awareness of student visual literacy; namely, the ability to both process and create multimodal texts (a multimodal text is a source of information presented in several simultaneous and/or alternative modes such as audio, visual, written or interactive) by espousing the two aspects as a complimentary whole. The importance of this dual-aspect literacy is addressed and promoted preceding the development of an assessment framework. Framework development constitutes approximately half of the article body.
Callow, J. (2008, May 1). Show Me: Principles for Assessing Students' Visual Literacy. Reading Teacher, 61(8), 616-626. (ERIC Document Reproduction Service No. EJ793087) Retrieved October 31, 2008, from ERIC database.
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