Finding my footing
After working through my bib with my fabulous group members, I am planning to focuse on defining visual literacy and how exactly composition teachers, specifically, measure visual literacy. I am also interesting in focusing on "critical" visual literacy - are students really analyzing images and if not, how do we teach them to do so?
Since my study is focused on visual literacy it only makes since to include some visuals in my final bibliography. Per a suggestion from James, I intend to find a Web source that might provide a good overview for visual literacy and education. A Webpage from a university writing program that incorporates visual rhetoric would be ideal. I am currently searching for that source.
For my final project I intend to concentrate on some big names in visual rhetoric - Baudrillard, Chandler, Kress.
Moving toward a reseach project, I am playing around with the idea of a project that somehow measures critical visual literacy in students. I envision two classes of the same type looking at text with images and without and then doing some sort of assessment. I could also use one class and have them look at a text without images and one without and see how they react.
Maybe I am still thinking too small. I am also interested in how visuals control online spaces - and those in e-spaces. Do students need more skills to overcome the sometimes confining visuals online (this is borne of a super-cool session I went to about myspace.com and other user-friendly and highly structured espaces)? Do we need to increase visual literacy so that students can subvert power structures in place as evidenced by online templates?
I don't know, I am still considering this issue.