![]() ![]() This visual metalanguage identifies and names various key components of visual meaning, and the relationships of these components with each other, using recognised visual literacy conventions, based on shared cultural and social knowledge of visual meaning, and patterns and purposes of visual design which have developed over time (Callow, 2013, Kress, 2010). The visual metalanguage already in the Victorian Curriculum: English, and further expanded in this resource, is primarily informed by the work of Kress and van Leeuwen (2006). It enables discussion and identification of visual semiotic choices made by the author to construct particular meanings, the effects of particular choices on the audience, what alternatives might have been chosen, and how this would change meaning (Unsworth, 2007, p. Access to a visual metalanguage will enable students and teachers to accurately and consistently talk about how meaning is made in visual texts, in the same way that we use a commonly understood grammar of language to talk about meaning making in written and spoken texts.Ī metalanguage enables a comparison of texts. Teaching visual literacy requires students and teachers to have a shared visual metalanguage (a shared, specialised terminology) that describes meaning. General strategies for examining visual texts.Text types include non-fiction, textbooks, picture books, art, advertisements, posters, graphic novels, comic strips, animations, film clips, web pages, and more. Visual literacy involves closely examining diverse visual texts across a range of text types. ![]() It is addressed in the Victorian Curriculum: English through the mode of ‘viewing’. Visual literacy concerns how meaning is made in still and moving image texts. ![]()
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