Looking again : a critical reappraisal of visual literacy in the curriculum

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dc.contributor.advisorEsterhuyse, Janen_ZA
dc.contributor.authorMoore, Heatheren_ZA
dc.date.accessioned2015-01-06T12:10:07Z
dc.date.available2015-01-06T12:10:07Z
dc.date.issued2001en_ZA
dc.descriptionBibliography: leaves 103-107.en_ZA
dc.description.abstractIn this study I examine the concept of visual literacy and the way it is incorporated into, and interpreted by Curriculum 2005, from the perspective of the educational illustrator. In order to come to a better understanding of the notion of visual literacy, I explore the extensive body of literature on this topic, from which it is evident that there is little consensus regarding an academic understanding of visual literacy. An analysis of the way the notion of visual literacy is interpreted and implemented by Curriculum 2005 reveals a considerable lack of clarity on the part of curriculum designers. One of the main reasons for this is the problematic use of a "literacy" analogy in their engagement with the visual mode.en_ZA
dc.identifier.apacitationMoore, H. (2001). <i>Looking again : a critical reappraisal of visual literacy in the curriculum</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/11567en_ZA
dc.identifier.chicagocitationMoore, Heather. <i>"Looking again : a critical reappraisal of visual literacy in the curriculum."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2001. http://hdl.handle.net/11427/11567en_ZA
dc.identifier.citationMoore, H. 2001. Looking again : a critical reappraisal of visual literacy in the curriculum. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Moore, Heather AB - In this study I examine the concept of visual literacy and the way it is incorporated into, and interpreted by Curriculum 2005, from the perspective of the educational illustrator. In order to come to a better understanding of the notion of visual literacy, I explore the extensive body of literature on this topic, from which it is evident that there is little consensus regarding an academic understanding of visual literacy. An analysis of the way the notion of visual literacy is interpreted and implemented by Curriculum 2005 reveals a considerable lack of clarity on the part of curriculum designers. One of the main reasons for this is the problematic use of a "literacy" analogy in their engagement with the visual mode. DA - 2001 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2001 T1 - Looking again : a critical reappraisal of visual literacy in the curriculum TI - Looking again : a critical reappraisal of visual literacy in the curriculum UR - http://hdl.handle.net/11427/11567 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/11567
dc.identifier.vancouvercitationMoore H. Looking again : a critical reappraisal of visual literacy in the curriculum. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2001 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/11567en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.titleLooking again : a critical reappraisal of visual literacy in the curriculumen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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