Annotated Bibliography

University of Missouri, Columbia

LTC 8750 Research in Art Education
Ginia Gowin

Abrahamson, R. F., & Perry, M. (1979). Visual Literacy and Adolescent Novels--The Reading
Connection.
The authors, researchers at the University of Houston, explore lessons with a focus on
visual literacy and critical viewing in the reading/English classroom. Teachers are
encouraged to couple visual literacy, critical reading, and television viewing techniques
with literary appreciation. Using the work of author Richard Peck, the article describes
how students examined adolescent novels from a film maker perspective. Like the works
cited by Eken below, the study suggests developing a creative perspective to reading
adolescent novels.
Azevedo, N. R., & Goncalves, M. J. (2012). Writing and Reading with Art: Adult Literacy,
Transformation, and Learning. Adult Learning, 23(2), 69-75.
The study by authors Azvedo and Goncalves, describe the on-going research project titled
Writing and Reading with Art (WRAP) through which preliterate African adult
immigrants are acquiring basic literacy skills for social and cultural integration. Using
Paulo Freires approach o adult literacy through identification of issues and action toward
change, the project uses artwork to create shared experiences for both teachers and
learners. Unlike Visual Thinking Strategies, the educators share meanings alongside
students. The study suggests transference of the methodology with similar learning
communities.
Brooks, W., & Smith, M. W. (2013). Documenting Instructional Practices in a Literacy-infused
Arts Program: Respecting Pedagogues from the Community. Journal of Adolescent &
Adult Literacy, 57(1), 51-59.

The authors, researchers and professors of teaching at Temple University in Philadelphia,

studied the instructional practices of a community-based arts program. Their findings are
intended to provide additional pedagogical practices and strategies for literary scholars
and educators in comparative settings. In contrast to the previously cited work of Azvedo
and Goncalves, this study involved performing arts activities as literacy performances.
The study supports the research involving creative collaborative learning communities
with a focus on improving the literacy skills of adolescents.
Connors, S. P. (2012). Toward a Shared Vocabulary for Visual Analysis: An Analytic Toolkit for
Deconstructing the Visual Design of Graphic Novels. Journal of Visual Literacy, 31(1),
71-92.
The author researches how pre-service teachers approach teaching graphic novels to
adolescents. Findings advocate for teacher educators to provide vocabulary instruction to
enable pre-service teachers to engage and analyze visual texts. In contrast to the study
cited by Gillenwater, Connors addresses one aspect of traditional literacy, vocabulary, as
necessary for analyzing visual texts. The study recognizes the intertextuality of graphic
novels and encourages using them to develop students visual literacy skills.
Eken, A. N. (2002). The Third Eye. Journal of Adolescent & Adult Literacy, 46(3), 220-30.
In this case study, the author, a teacher at Sabanci University, observes the effects of film
literacy on third-year students from The School of Applied Language in Turkey. Through
the development of framework for students to analyze films provided a context to foster
improved critical literacy and higher order thinking skills. Film, as a form of visual
culture was used to emphasize media education and its implications as a literacy tool.
Franco, M., & Unrath, K. (2014). Carpe Diem: Seizing the Common Core with Visual Thinking

Strategies in the Visual Arts Classroom. Art Education, 67(1), 28-32.

Authors, Franco and Unrath, conducted a case study which implemented Visual Thinking
Strategies as a method of literacy intervention for a group of k-5 boys in a remedial
writing club. Using VTS art discussions as dialogic investigations and art making
experiences resulted in improved literacy efficacy and written expression for the
participants. VTS provides a creative approach to visual literacy with implications as an
interdisciplinary learning method.
Gainer, J. (2012). Critical Thinking: Foundational for Digital Literacies and Democracy. Journal
of Adolescent & Adult Literacy, 56(1), 14-17.
The study examines the use of digital literacy methods as democratic engagement.
Through the creation of digital media projects, students gained an understanding of the
importance of developing critical thinking skills to fully participate in a democracy. In
contrast to the study conducted by Abrahamson and Perry, critical thinking, rather than
perspective, was emphasized as a component of visual literacy development. The study
suggests the inclusion of digital media as a literacy strategy for 21st century learners.
Gillenwater, C. (2014). Reading Images: The Phenomenon of Intertextuality and How It May
Contribute to Developing Visual Literacy with Advanced Placement English/ Language
Arts Students. Journal of Ethnographic & Qualitative Research, 8(4), 251-263.
The author, Subject Matter Expert at Northcentral University in Prescott, Arizona
conducted this case study to determine whether traditional literacy contributes to the
reading of comics and graphic novels. Determining a connection between image and text
with implications of intertextuality supports my research inquiry. In contrast to my

proposed research, the authors explore the reverse connection: traditional literacy skills
transferability to visual texts.
Hill, A. E. (2014). Using Interdisciplinary, Project-Based, Multimodal Activities to Facilitate
Literacy Across the Content Areas. Journal of Adolescent & Adult Literacy, 57(6), 450460.
The study contributes to the research of adolescent literacy by observing the relationship
between traditional literacy programs used in schools and literacy programs implemented
outside the school environment. In contrast to the previously cited work of Brooks and
Smith, Hill uses an interdisciplinary, project-based, multimodal activity in which students
apply learning to real world scenarios. Both studies demonstrate the benefits of
alternative literacy programs and support a creative approach to literacy instruction.
Janks, H. (2014). Critical Literacy's Ongoing Importance for Education. Journal of Adolescent &
Adult Literacy, 57(5), 349-356.
This research suggests the necessity of specific practices teachers should implement to
improve students critical literacy skills. These practices include taking the role of
teacher/researcher and exploring the social effects of texts. The classroom example
suggests critical literacy strategies designed to address the needs of specific learners
render positive effects on academic progress.
Long, T. W. (2008). The Full Circling Process: Leaping into the Ethics of History Using Critical
Visual Literacy and Arts-Based Activism. Journal of Adolescent & Adult Literacy, 51(6),
498-508.

The author, researcher/teacher at Cleveland State University, uses methodology to

address students passive resistance to standardized tests through the development of the
full circling technique. Full circling is similar the VTS in that it uses visual text to
engage learners and elicit interpretation. In contrast to VTS, full circling integrates the
analysis of ethical conflict in relation to the visual text and encourages students to take
social action.
Oldakowski, T. (2014). A Multimodal Assignment that Enriches Literacy Learning: The
Problem. Insight: A Journal of Scholarly Teaching, 970-77.
The author, a researcher in multimodal instruction and assessment, explores how students
use multimodal learning as a form of expression in responding to literature. Although
traditional literacy assessments privilege complex pieces of writing, visual literacy is the
primary mode of communication outside the classroom. This research provides
implications for designing visual literacy assessments with real-world application.
Perry, M., Wessels, A., & Wager, A. C. (2013). From Playbuilding to Devising in Literacy
Education: Aesthetic and Pedagogical Approaches. Journal of Adolescent & Adult
Literacy, 56(8), 649-658.
The authors, researchers from the University of Regina in Canada, the University of
Toronto, and the University of British Columbia, study literacy education methods in
practice and theory. Considering research in the field of theater and drama in education,
the study examines the implications of addressing literacy through play building. The
thematic, collaborative process emphasizes inquiry in the learning process.
Rowsell, J., & Kendrick, M. (2013). Boys' Hidden Literacies: The Critical Need for the
Visual. Journal of Adolescent & Adult Literacy, 56(7), 587-599.

Rowsell, the Canada Research Chair in multiliteracies at Brock University, and Kendrick,
associate professor at the university of British Columbia, analyze the use of visual
modalities in the literacy classroom. Hidden literacies refers to the literacies least
recognized in traditional education, which include drawings, performances, and auditory
representations. Like Unrath and Franco, the authors recognize pedagogical possibilities
of writing practices that incorporate visuals.