Running Head: Visual Literacy in the English and Language Arts Classroom

Allison Ballard
Visual Literacy in the English and Language Arts Classroom
MEDT 7490
University of West Georgia

Running Head: Visual Literacy in the English and Language Arts Classroom

Article One: A Policy Research Brief Produced by the National Council of Teachers of English
by National Council of Teachers of English
This article speaks of English Language Learners by definition are students who are
unable to communicate fluently or learn effectively in English. These students often come from
non-English speaking homes and backgrounds. These students in particular require specialized or
modified instruction in bother English Language Arts as well as other academic classes. English
Language Learners need to learn forms and structures of the academic language they need to
understand the relationship between the forms and meaning in written language, as well as
opportunities to express complex meanings even if there is limited proficiency.
For teachers greater access to technology and computer-assisted learning can be effective
in engaging English Language Learners motivation, developing writing and editing skills, and
tapping into the collaborative potential of class-websites and blogs.
I am sure that English Language Learners will perform much better if placed according to
academic achievement rather than language proficiency. Educators must focus on contentspecific and academic vocabulary. English Language Learners students must be taught the basics
of academic literacy. These students must be engaged with class objectives, and encourage them
to write summaries of learning.
Teachers must receive research-based professional development on innovative ways to
teach English Language Learners. There must be multiple forms of assessment provided for
English Language Learners. Adequate assessments of English Language Learners should include
a combination of language literacy skills. Multiple forms of assessments should include multiple

Running Head: Visual Literacy in the English and Language Arts Classroom

measures to distinguish among content literacy skills, language acquisition and cultural
backgrounds. Assessments should provide formative assessments during the learning process to
shape instruction, promote metacognition, gather data and assess content knowledge.
Policy research was collected within this study. This data was collected by observing
English Language Learners and English Language Learner teachers. The participants are English
Language Learners and Teachers.

Article Two: Preparing Tomorrows English Language Arts Teachers Today: Principals
and Practices for Infusing Technology by: Carol Pope
In this article Carol Pope discusses teachers utilizing technology within English
Language Arts classrooms. Technology serves as a very integral part of classroom instruction.
New English Language Arts Teachers must be able to infuse technology into their instruction.
There must be other teachers willing to serve as models for this process.
According to the National Council of Teachers of English Guidelines for the Preparation
of Teachers of English Language Arts (1996) and the International Society for Technology in
Education National Educational Technology Standards for Students Connecting Curriculum and
Technology (2000). We and our students must do the following:

Introduce and infuse technology in context

Focus on the importance of technology as a literacy tool
Model English Language Arts leaning and teaching while infusing technology
Evaluate critically when and how to use technology in the English Language Arts

Classroom
Provide a wide range of opportunities to use technology
Examine and determine ways of analyzing, evaluating, and grading ELA projects

Running Head: Visual Literacy in the English and Language Arts Classroom

Emphasize issues of equity and diversity

The study was conducted within an environment of teaching and learning. Data was collected by
observing the teaching and learning environment. The individuals participating in the students
were teachers and students.
Article Three: A Review of School-Based Initiatives in Media Literacy Education by: Renee
Hobbs
This article discusses the various innovative technology uses that are utilized in the 21st
Century Classroom. Educators utilize a variety of strategies to motivate students interest in the
subject. Teachers wish to build communication and critical-thinking skills, encourage political
activism as well as promote social development.
Many educators utilize media literacy as an instructional tool for the purpose of
simplifying as well as motivating students. Teachers can use newspaper articles, film or video
clips to capture student attention. Teachers are motivated by the opportunity that media literacy
helps them to transform a culture of valued student voice. Teachers must design learning
experiences that help students with the ability to think critically and analyze media messages and
technology tools.

Reflection:
These articles speak to the fact that technology should be a naturally supporting background for
both the content and the pedagogical content knowledge, (Shulman, 1987) of English Language

Running Head: Visual Literacy in the English and Language Arts Classroom

Arts. Teaching and learning ELA is our goal; technology is a means by which we can reach that
goal. One important context to consider are students when making instructional decisions.
In ELA teacher preparation programs student teachers must note the critical impact
technology has on our language and how students read, write, view and visually represent
information. A critical lesson to learn is that learning should be centered around the learner.
Technology assists with the modeling when we respond to students writing online.
Teacher educators, as well as our students need to be critical consumers of technology to
be thoughtful users who question, reflect, and refract (Pope, 1999) on the best ways s to integrate
technology. There must be a process of how to internalize a process for infusing technology
through various web-sites teaching methods and communication skills. One example of saving
writing is in individual e-folders. This allows students the opportunity to utilize a technology
skill while also using the technology as writers who save texts in process.
I am interested in this topic due to the fact that I am a 6th grade English Language Arts
Teacher. I often times model many of the principles discussed within these articles. I also teacher
English Language Learners and I often notice many misconceptions about this topic.

Running Head: Visual Literacy in the English and Language Arts Classroom

References
Bruce, B. (1998). Dewey and technology. Journal of Adolescent & Adult Literacy, 42 (3),
222-26.
Gilster, Paul (1997). Digital literacy . New York: John Wiley & Sons.
Golub, J.N. (1999). Thought worth thinking about: Reflections, connections, projections.
Virginia English Bulletin , Fall 1999, 52-54.
International Society for Technology in Education (2000). National educational
technology standards for students: Connecting curriculum and technology . USA: ISTE.
Logan, R. K. (1995). The fifth language: Learning a living in the computer age. Toronto,
Canada: Stoddart.

Running Head: Visual Literacy in the English and Language Arts Classroom