PMI thinking routine of Images in my teaching context
| Pluses | Minuses | Interests |
ÿ Visual literacy ÿ Multilayered, different meanings can be identified ÿ Creates a range of emotions in one glance ÿ ÿ Images give evidence ÿ Can be used as references to support ideas | ÿ Interpreted at the low end of Blooms Taxonomy, simple recollection of an image. Need scaffolding for high analytical critique to be accomplished. ÿ Images are easily accessible off the web and can be slotted into an assignment, blog or wiki to fill space rather than supporting meaning to text or other literacies ÿ Easily accessible off the web, copyright laws and legislation need to be addressed | ÿ Images allow for different interpretations by different audiences ÿ Images have been and still are an integral part of advertising due to the fact that they are visually appealing to the senses. ÿ Images can change socio-cultural perceptions like women at war (Moodle, ICTs, 2011). Images can alter the opinions of certain groups of people weather they are portrayed in a positive light or a negative light. ÿ Images and be used to support critical thinking if scaffolds correctly occur |
Picnik is a digital tool that manipulates images. My students could get an existing image or photo and be able to create and transform it into a humorous satire and add effects for impact. By manipulating images students are climbing the cognitive ladder of Blooms taxonomy. In my teaching areas, Media and English, students can identify what the image is trying to emote and how the image is portrayed in this way through certain techniques. A thinking routine to scaffold an image is the see, think, wonder concept.
The leap of faith or stupidity?
See, Think, Wonder thinking routine of Picnik Image
· What do you see? I see a girl jumping off a bridge; bunji jumping. There are guides who have helped her jump off. There are large cliffs and rapid waters. The setting looks to be in Zimbabwe ; Victoria Falls . There is text on the photo saying “Don’t do it” and a symbol of a skull with two bones crossed.
- What do you think about that? I think that the skull and bones suggest that bunji jumping is dangerous and scary. I think that
Zimbabwe Victoria Falls . I think that the text “don’t do it” implies that it is a big decision to jump of a bridge with a rope tied around your legs and that you have to be brave. The text and symbol are a bit of a satire because even though they suggest that death would occur when jumping of a bridge, the jump is to create adrenalin and fear but you wouldn’t do it if you felt you weren’t safe. - What does it make you wonder? Who came up with the idea of bunji jumping? What is the biggest bunji jump in the world? What would the experience be like? What would a trip to
Zimbabwe Zimbabwe
Images are powerful and multilayered. One can deceiver a significant amount of meaning from one image; the emotive feelings that the image reveals, the explicit and implicit meaning of the image and the issues and implications that surround the image. Photos and images give official evidence that can be revisited time and time again for higher analysis and evaluation. “These higher-level visual literacy skills require critical thinking, and they are essential to a student’s success in any content area in which information is conveyed through visual formats such as charts and maps. It is also beneficial to students attempting to make sense of the barrage of images they may face in texts and Web resources” (Thibault & Walbert, n.d, para. 4).
References
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