197,170 results on '"*PHOTOGRAPHS"'
Search Results
2. Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (85th, Miami, Florida, August 5-8, 2002). Media Ethics Division.
- Abstract
The Media Ethics division of the proceedings contains the following 6 papers: "A Masochist's Teapot: Where to Put the Handle in Media Ethics" (Thomas W. Hickey); "Stalker-razzi and Sump-pump Hoses: The Role of the Media in the Death of Princess Diana" (Elizabeth Blanks Hindman); "The Promise and Peril of Anecdotes in News Coverage: An Ethical Analysis" (David A. Craig); "Generation Y's Ethical Judgments of Sexual and Fear Appeals in Print Advertising" (Jeffrey J. Maciejewski); "The Effects of Visuals on Ethical Reasoning: What's a Photograph Worth to Journalists Making Moral Decisions?" (Renita Coleman); and "Rwanda, News Media, and Genocide: Towards a Research Agenda for Reviewing the Ethics and Professional Standards of Journalists Covering Conflict" (Kevin R. Kemper and Michael Jonathan Grinfeld). (RS)
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- 2002
3. Figuring Somepin 'bout the Great Depression. Learning Page Lesson Plan.
- Author
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Library of Congress, Washington, DC., McElroy, Amy, and Pietsch, Chris
- Abstract
These 10th and 11th grade lessons plans related to the Great Depression and the novel "The Grapes of Wrath" help students to: develop research skills and strategies, such as keyword searches, for finding information; recognize and use the different voices of migrants; and understand the politics of migration and the Great Depression. By examining primary sources, including songs, newspapers, interviews, and photographs of migrant farm workers in California during the Great Depression, students create a scrapbook from the point of view of a migrant worker, providing evidence of the colloquial speech used by the migrants and the issues affecting their lives. Using "Voices from the Dust Bowl, 1940-1941" and Farm Security Administration - Office of War Information (FSA/OWI) photographs, students select photographs and use the sound recordings of voices of the migrant workers to create captions, letters, and/or songs based on these primary sources. The four lesson plans focus on: analyzing a photograph; gathering voices; analyzing issues; and putting it all together. Includes links to the FSA/OWI Photographs and the "Voices from the Dust Bowl," and lists four other electronic and print resources. (PM)
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- 2002
4. The Mathew Brady Bunch: Civil War Newspapers. Learning Page Lesson Plan.
- Author
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Library of Congress, Washington, DC., Donnelly, Amy, and Ridgway, Elizabeth
- Abstract
The Civil War was the first American war thoroughly caught on film. Mathew Brady and his crew of photographers captured many images of this divisive war, ranging from portraits to battle scenes. These photographs--over 1,000--are in the American Memory Collection's "Selected Civil War Photographs, 1861-1865." This lesson plan asks students to become reporters, assigning them to sort through these photographs and find one that will bring the Civil War alive to their readers, and then asking them to write a newspaper article based on their chosen photographs and publish it on the World Wide Web. The lesson plan offers a teacher's guide which contains the following: an overview (which gives objectives, time required, recommended grade level, curriculum fit, resources used); a materials and preparation section; seven different activities and a detailed day-by-day procedure for classroom implementation; an evaluation and extension suggestions; and additional information about photographs. The student guide: presents a student project outline; lists student materials provided, including a photo analysis form, information on how to write an article, a research guide and a peer editing guide, HTML template, a self assessment and peer evaluation form, and a final evaluation form. (NKA)
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- 2002
5. Down the Rabbit Hole. Learning Page Lesson Plan.
- Author
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Library of Congress, Washington, DC., Johnson, Mary, and Thompson, Linda
- Abstract
Noting that Alice in Wonderland's journey is not unlike the experience of an immigrant who relocates to a new country, this lesson plan uses passages from "Alice's Adventures in Wonderland," along with various history texts, class discussions of students' experiences, and primary source documents and images from the American Memory collections, to help students uncover the common themes of the immigrant experience. This 6-activity lesson plan for 6th through 8th grades is applicable for American History, Language Arts, and English as a Second Language. Through the lesson, students will be able to: understand common themes of the immigrant experience, such as pushes and pulls, encountering differences, and assimilation; identify the common themes of the immigrant experience in a primary source oral history or narrative; draw conclusions about the themes of the immigrant experience by analyzing primary source photographs; and reinforce and extend understanding of the immigrant experience by creating a primary source photographic exhibit. (PM)
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- 2002
6. Examining Material Culture through American Memory.
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Library of Congress, Washington, DC., Social Science Education Consortium, Inc., Boulder, CO., and Singleton, Laurel R.
- Abstract
This publication contains teaching ideas generated by classroom teachers. For grades K-5, newsletter editor Laurel R. Singleton explains how students can explore the quilt as a metaphor used in literature to represent American values and ideals (the lesson is adaptable for all age groups). For grades 5-8, social studies teacher Claire McCaffery Griffin has students examine play scripts, baseball cards, sheet music, and more. For grades 9-12, teachers Charlie Flanagan and Nancy Fitch describe how they use American Memory to teach about the 1876 Philadelphia Exposition as public history. In the feature article, "Using an Ansel Adams Photograph of Manzanar as a Primary Source," historian/educator Laura Mitchell models the careful analysis of Adams's photograph of the maternity ward at Manzanar's (California) hospital, a health facility at a World War II Japanese internment camp. The "Tech Tip" section contains "When Things Go Wrong." (BT)
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- 2002
7. Learning Environments Designed for the Occupants: Three Case Studies of Innovative Elementary School Designs.
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Virginia Univ., Charlottesville. Thomas Jefferson Center for Educational Design., Shrader-Harvey, Erika, and Droge, Martha
- Abstract
This research project examined how educational facilities are perceived and used by the occupants. It sought to inform the design of effective learning environments in elementary schools through a heightened awareness of the needs of the occupants and an understanding of how they use their school facilities. Project objectives included the following: (1) to increase awareness of the needs of facility users by encouraging a dialogue between designers, educators, and facility occupants; (2) to develop a knowledge base that will lead to the design of effective learning environments; and (3) to assemble a set of visual examples of effective learning environments that can be used as a resource to facilitate communication between architects and educators. The project involved the case study of three elementary schools: Irwin Avenue Open Elementary School in Charlotte, North Carolina; Grasonville Elementary School in Grasonville, Maryland; and Cougar Elementary School in Manassas Park, Virginia. In addition to detailed building descriptions with photographs, significant findings were: (1) a sense of community at multiple scales provides students with a sense of belonging and a sense of place; (2) functional spaces that allow for multiple uses and a variety of tasks encourage students to make choices for themselves, fostering the development of individual responsibility; and (3) experiential learning takes place when a student is engaged in an activity; active participation allows students to apply what they learn and helps them define their interests, thereby contributing to a sense of self. Implications for designers are also discussed. Appendices contain interview questions, the survey instrument, and school floor plans. (EV)
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- 2002
8. Using Photographs from American Memory.
- Author
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Library of Congress, Washington, DC., Social Science Education Consortium, Inc., Boulder, CO., and Singleton, Laurel R.
- Abstract
This publication contains teaching ideas generated by classroom teachers. For grades K-4, elementary teacher Doris Waud and media specialist Gail Petri developed "Celebrate America with Symbols from American Memory," in which students explore the American memory and symbols. For grades 5-8, media specialist Mary Alice Anderson developed "Using Jump Back in Time Photos from America's Library," a project for sixth graders. For grades 9-12, high school librarian Joyce Valenza and a history teacher colleague developed a WebQuest using Civil War maps and photos. The publication offers "Bonus Teaching Ideas" from elementary school teacher Kathleen Isaacs and middle school teacher Steve Olguin. In the feature article, "Coaching Departments to Speak: Two Examples from the Days of Jim Crow," history teacher Scott P. Culclasure describes how close analysis of two documents provides insight into race relations, the power of language, and how people learn about the past. In "Reaching Other Teachers: The Challenge of Professional Development," librarian Margaret Lincoln highlights some of the issues involved in engaging other teachers with American Memory and provides links to online workshop materials. The "Tech Tip" section offers "Finding the 'Mother Lode' of Technical Information on the Learning Page." (BT)
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- 2001
9. Exploring Innovations in Personalized Teacher Education.
- Author
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Luppicini, Rocci J.
- Abstract
This study adopts innovative self-study research methods to explore the effectiveness of teachers' use of self-referenced activities designed for the development of personal teaching portfolios. Two short video presentations, along with participant and instructor workshop guides provided necessary instructions and materials. Personalized classroom design and photo activities were completed within a teacher education workshop aimed at developing personal portfolios. Data collection included written/oral activities and videotaped group discussions. Four criterion selected teachers engaged in activities that required the re-design of classroom activities and the use of personal photos. Results indicated that all participants were able to successfully redesign conventional classroom activities as constructivist classroom activities. Photo activities were found to be motivating and relevant to all participants. Recommendations offer insights into future constructivist learning research, the potential benefits of self-referenced knowledge, and the use of self-study research methods. (Contains 33 references.) (Author/AEF)
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- 2001
10. How To Formulate the Photographic Question: A Context for Architectural and Topographical Photographs in England.
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Leith, Ian
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This paper provides an overview of the problems found by both professional and amateur users of archives and libraries who need to be able to phrase specific questions in conventional and online forms. It discusses issues within the context of a national archive holding over ten million photographs and is concerned with the varying roles of not only those individuals who produced images, but also their archival histories. The exploration and interpretation of the lineage of all image producers indicates the need not only to look at the original intentions of photographers, but also at their increasing biographical obscurity--without these two facets, photographs are in danger of becoming digital fodder without any history of their own. (Author/MES)
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- 2001
11. Photographs of Lewis Hine: Documentation of Child Labor. The Constitution Community: The Development of the Industrial United States (1870-1900).
- Author
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National Archives and Records Administration, Washington, DC. and Clark, Linda Darus
- Abstract
By the early 1900s, many Americans were calling child labor child slavery and were demanding an end to it. Lewis Hine, a New York City schoolteacher and photographer, believed that a picture could tell a powerful story. He felt so strongly about the abuse of children as workers that he quit his teaching job and became an investigative photographer for the National Child Labor Committee. Hine traveled around the country photographing the working conditions of children in all types of industries, including coal mines, meat packing houses, textile mills, and canneries. By 1916 Congress passed the Keating-Owens Act that established child labor standards, and by 1920 the number of child laborers was cut to nearly half of what it had been in 1910. This lesson relates to the First Amendment rights, including freedom of the press and right of the people to petition the government for a redress of grievances. The primary lesson sources are 16 Hine collection photographs of children working. It correlates to the National History Standards and to the National Civics and Government Standards. The lesson presents historical background of the era (with three resources) and suggests diverse teaching activities for classroom implementation, including brainstorming, photograph analysis, creative writing, class discussion, and interactive computer activity. A photograph analysis worksheet and the Hine photographs are appended. (BT)
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- 2001
12. Letters, Telegrams, and Photographs Illustrating Factors That Affected the Civil War. The Constitution Community: Civil War and Reconstruction (1850-1870).
- Author
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National Archives and Records Administration, Washington, DC. and Traill, David
- Abstract
Prior to and during the Civil War, the North and the South differed greatly in the resources they could use. Documents held by the National Archives can aid in understanding the factors that influenced the eventual outcome of the War Between the States. After Abraham Lincoln was elected President in 1860, the South seceded because they believed that Lincoln would restrict their rights to own slaves. They decided that secession was a better choice than to give up their economic system and their way of life. This lesson uses documents which illustrate the President's role as commander-in-chief of the military as specified in Article II, Section 2, of the U.S. Constitution. The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It furnishes seven primary sources including letters, messages, telegrams, a photograph, and a sound recording of the last surviving Confederate veteran. The lesson provides historical background about the War Between the States, outlining the advantages and disadvantages of both the North and the South. It offers seven diverse teaching activities for implementation, such as brainstorming, a research and presentation activity, creative writing assignments, science and technology research, and an oral history assignment. Contains a written document analysis worksheet and a sound recording analysis worksheet. (BT)
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- 2001
13. New Academic Complex: The City University of New York/Baruch College.
- Abstract
This document describes a new $168 million 14-story building for Baruch College of the City University of New York located near Gramercy Park in Manhattan and containing 40 percent of Baruch's total campus area in one building envelope. The report outlines the design challenges and resolutions and provides numerous design drawings, floor plans, and photographs. (EV)
- Published
- 2001
14. Exploring the Relationship between a Small Rural School in Northeast Georgia and Its Community: An Image-Based Study Using Participant-Produced Photographs.
- Author
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Sampson-Cordle, Alice Vera
- Abstract
This study examined the relationship between a small rural school in northeast Georgia and its surrounding community. Three teachers, two community members, and three students used cameras to collect data related to their perceptions of the school-community relationship. They created photographs, then wrote about their photos, and finally, held the photos in their hands as they discussed their meanings with the researcher. Findings indicate that the relationship between school and community is defined by frequent interactions among kin, neighbors, and community members that permeate the school and community. Community members reinforce the values of the community and teach the rules for conduct to young and new members. Often this is done at school by modeling values and participating in activities that involve interactions between school and community. Participants provided examples of methods for maintaining community cohesion. They also provided examples of how a common will can create barriers to outsiders or those who do not conform to the community's social structure. Participants provided a vision for the future of the school-community relationship in which the old school auditorium is reclaimed and a new media center is built. These could be places where insiders and outsiders in the community meet, discuss, and consider what each has to offer the community. Increased interactions will increase social capital and strengthen the school-community relationship. Appendices present research materials, including examples of photofeedback and photoessays. (Contains 104 references and numerous photographs.) (TD)
- Published
- 2001
15. Teaching with Objects and Photographs: Supporting and Enhancing Your Curriculum. A Guide for Teachers.
- Author
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Indiana Univ., Bloomington. Mathers Museum of World Cultures. and Sieber, Ellen
- Abstract
This guide is intended for all teachers who wish to enhance their curriculum by incorporating objects and photographs into their lesson plans. Kindergarten and elementary, middle, and high school classrooms can all benefit from expanded use of these materials. The guide can be used across a range of subject areas including history, community, culture, art, language, mathematics, and science and can include objects and photographs. The objects can be everyday or exotic, from this culture and time period or from others, large or small; and the photographs can be formal or informal, historic or modern, commercial or personal. The guide shows how teachers can incorporate objects and photographs into their teaching and how they can enhance the curriculum. The unit is divided into the following sections: (1) "Teaching with Objects: Introduction"; (2) "Teaching with Objects: Approaches"; (3) "Teaching with Objects: Steps To Take"; (4) "Teaching with Objects: Finding 'Stuff'"; (5) "Teaching with Photographs: Approaches"; (6) "Teaching with Photographs: Steps To Take"; (7) "Teaching with Photographs: Finding Photos"; (8) "Archaeological and Cultural Context"; (9) "Glossary"; (10) "Sources"; and (11) "Notes." A "Teacher Resources" section contains the following: "'Learning from Objects' Illustration"; Object Collection; Lesson Plans (n=8); Object Information Sheet; and Photograph Information Sheet. (BT)
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- 2001
16. The Civil War as Photographed by Mathew Brady. The Constitution Community: Civil War and Reconstruction (1850-1870).
- Author
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National Archives and Records Administration, Washington, DC. and Perry, Douglas
- Abstract
Many historians call the Civil War the central event in U.S. history. The formation of the U.S. Constitution corrected the autonomy of individual states that the Articles of Confederation did not harness. The young country struggled for 75 years to find a graceful balance between the power of the federal government and that of the states. The states rights and the slavery issue propelled the country into civil war. Mathew Brady and his colleagues used a new medium, photography, to document battlefields, camps, towns, and people touched by the War. No battles were photographed because the still primitive technology of photography required that subjects be still at the moment the camera's shutter snapped. This lesson examines how the Civil War threatened the very purpose of the U.S. Constitution as stated in the Preamble. The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It uses 16 Mathew Brady photographs taken during the Civil War as the primary sources. The lesson provides historical background on the sociology of the Civil War, photography, and lists four resources. It offers instruction for implementing six diverse teaching activities, such as document analysis, a reading assignment and discussion, a writing assignment, research on other Civil War photographs, and an extension activity. (Contains a photograph analysis worksheet.) (BT)
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- 2001
17. Florida Educational Facilities, 2000.
- Author
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Florida State Dept. of Education, Tallahassee. Office of Educational Facilities.
- Abstract
This publication describes Florida school and community college facilities completed in 2000, including photographs and floor plans. The facilities profiled are:J. R. Arnold High School (Bay County); Falcon Cove Middle School (Broward); Floranada Elementary School (Broward); Lyons Creek Middle School (Broward); Parkside Elementary School (Broward); Plantation Elementary School (Broward); Forest Ridge Elementary School (Citrus); Corkscrew Middle School (Collier); Doral Middle School (Miami-Dade); Dr. Carlos J. Finlay Elementary School (Miami-Dade); Felix Varela Senior High School (Miami-Dade); La Villa School of the Arts (Duval); Peter B. Davidsen Middle School (Hillsborough); Lawton Chiles High School (Leon); Marjorie G. Kinnan Elementary School (Manatee); William Monroe Rowlett Magnet Elementary School (Manatee); Madison Street School of Basics Plus (Marion); South Elementary School (Okeechobee); Endeavor Elementary School (Orange); Dr. Mary McLeod Bethune Elementary School (Palm Beach); Coral Reef Elementary School (Palm Beach); Heritage Elementary School (Palm Beach); Lake Shore Middle School (Palm Beach); Village Academy Elementary School (Palm Beach); Chasco Elementary and Middle School(Pasco); J. W. Mitchell High School (Pasco); Sunray Elementary School (Pasco); Perkins Elementary School (Pinellas); Woodlawn Beach Middle School (Santa Rosa); Brookside Middle School (Sarasota); Lawton Chiles Middle School (Seminole); John Evans Elementary School (Seminole); Millennium Middle School (Seminole); Bartram Trail High School (Saint Johns); Pedro Menendez High School (Saint Johns); Branford Elementary School (Suwannee); Freedom Elementary School(Volusia); Riversprings Middle School(Wakulla); Washington County Middle/High School (Washington); William Schildecker Science Building (Daytona Beach Community College); Kenneth P. Walker Health Science Hall (Edison Community College, Lee County Campus); Betty P. Cook/Nassau Center (Florida Community College); Student Service Building (Polk Community College); Oviedo Campus (Seminole Community College); Public Service Academy (South Florida Community College); and a new classroom building (Valencia Community College, Osceola Campus). (EV)
- Published
- 2001
18. I've Just Seen a Face: Portraits. [Lesson Plan].
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National Endowment for the Humanities (NFAH), Washington, DC.
- Abstract
Image has always been important to the powerful. Their portraits have traditionally been designed to impress people with the gravity of the subject, but changing sensibilities and media have tended to introduce more intimacy and spontaneity. Creating visual and literary representations of people has proved to be an enduring human activity. This EDSITEment lesson helps students examine this compulsion to capture the human in image and words. The lesson plan contains guiding questions and material on how to prepare to teach the lesson. It also contains suggested activities for these lessons: Lesson 1: Portraits of Children: Developing Criteria; Lesson 2: Status Portraits: Using the Criteria; Lesson 3: American Portraits in History: Using the Criteria; Lesson 4: Portraits in Pictures and Words; Lesson 5: Subjects and Their Work; Lesson 6: Self-Portraits; and Extending the Lesson. The lesson plan provides detailed information and ideas for teaching each lesson; cites learning objectives; gives appropriate grade levels and approximate length of time required for each lesson; and outlines national standards for social studies, arts, and language arts covered in the lessons. (Lists 7 recommended readings for younger readers, and 18 related Internet links.) (NKA)
- Published
- 2001
19. A Trip to the Zoo: Children's Words and Photographs.
- Author
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DeMarie, Darlene
- Abstract
Field trips are a regular part of many programs for young children. Field trips can serve a variety of purposes, such as exposing children to new things or helping children to see familiar things in new ways. The purpose of this study was to learn the meaning children gave to a field trip. Cameras were made available to each of the children in a group of 3- to 12-year-olds (n=21) from a campus child care center. It was suggested to them that they take pictures during the field trip to show other children, who were unable to go on the trip, what the zoo was like. Trips to the zoo were not a regular part of the center's program. The results revealed that over 80% of 6- to 12-year-olds' photographs contained animals. Older children noticed and learned new features of familiar animals and about new, unfamiliar animals. Only the 10- to 12-year-olds indicated that they understood abstract concepts such as the need to preserve animals. On the other hand, with one exception, only 56% of the preschool children's photographs contained animals, and the students photographed only familiar animals, including chipmunks. They photographed action (e.g., swimming, petting). Young children also photographed the clouds, ground, and other items not uniquely associated with the zoo. The results were interpreted in light of Farrar and Goodman's Schema-Conformation Deployment Model. Preschool children seem to need more than one exposure to unfamiliar phenomena to notice and to remember them. (Contains 18 references.) (Author/HTH)
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- 2001
20. Photographs of the 369th Infantry and African Americans during World War I. The Constitution Community: The Emergence of Modern America (1890-1930).
- Author
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National Archives and Records Administration, Washington, DC. and Schur, Joan Brodsky
- Abstract
In April 1917, President Woodrow Wilson asked Congress to declare war on Germany. Under the powers granted to it by the U.S. Constitution, Congress passed the Selective Service Act of 1917. Among the first regiments to arrive in France, and among the most highly decorated when it returned, was the 369th Infantry, more gallantly known as the "Harlem Hellfighters." The 369th was an all-black regiment under the command of mostly white officers. This lesson relates to the powers of Congress to raise and support armies in Article I, Section 8, and to citizens' rights to equal protection of the laws in the 14th Amendment, Section 1. The primary sources for the lesson are seven photographs taken of the 369th during World War I. The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It provides historical background for the story of the 369th Infantry (with seven resources) and suggests diverse teaching activities for classroom implementation, including document analysis, creative writing, listening to music and discussion, writing news articles, student research, application projects, discussion, and analysis. Appended are a photograph analysis worksheet and the World War I photographs. (BT)
- Published
- 2000
21. On the Oregon Trail. [Lesson Plan].
- Abstract
In this lesson, students work with primary documents and latter-day photographs to recapture the experience of traveling on the Oregon Trail. The learning objectives of the lesson are: (1) to learn about the pioneer experience on the Oregon Trail; (2) to evaluate a historical re-enactment in light of documentary evidence; and (3) to synthesize historical data through creative writing. The lesson plan also contains the subject areas covered in the lesson, time required to complete the lesson, the skills used in the lesson, the grade level (6-8), and lists of the standards developed by professional or government associations that are related to the lesson as well as activities to extend the lesson. (RS)
- Published
- 2000
22. The War in Vietnam: A Story in Photographs. The Constitution Community: Postwar United States (1945 to Early 1970s).
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National Archives and Records Administration, Washington, DC. and Clark, Linda Darus
- Abstract
During the Vietnam War, the U.S. military gave the press unprecedented freedom of access to combat zones. This allowed newspaper reporters, photographers, and television crews to document a war involving U.S. sons and daughters on the other side of the world. This willingness to allow war documentation also was extended to the military's own photographers. While these military photographers may have been there to document the different operations of the war, their photographs also tell a story about the young men and women who fulfilled their duty to their country by serving in the Vietnam War. This lesson uses 13 photographs taken by military photographers to present images of many aspects of the Vietnam War. The lesson relates to Article I, Section 8, of the U.S. Constitution granting Congress powers to raise and support armies, make rules for the government, regulate land and naval forces. It correlates to the National History Standards and to the National Standards for Civics and Government. The lesson provides historical background (with five resources); and suggests diverse teaching activities for classroom implementation, including photograph analysis, research and present, and creative writing. Photographs are appended. (BT)
- Published
- 2000
23. Florida Educational Facilities, 1999.
- Author
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Florida State Dept. of Education, Tallahassee. Office of Educational Facilities.
- Abstract
This publication describes Florida school and community college facilities completed in 1999, including photographs and floor plans. The facilities profiled are: Buchholz High School (Alachua County); Gator Run Elementary School (Broward); Corkscrew Elementary School (Collier); The 500 Role Models Academy of Excellence (Miami-Dade); Caribbean Elementary School (Miami-Dade); Jose De Diego Middle School (Miami-Dade); Primary Learning Center X (Miami-Dade); New Old Town Elementary School (Dixie); Bell Elementary School (Gilchrist); Chocachatti Elementary School (Hernando); Anthony Pizzo Elementary School (Hillsborough); Chain of Lakes Middle School (Orange); Lawton Chiles Elementary School (Orange); NorthLake Park Community School (Orange); Oakshire Elementary School (Orange); Wesley Chapel High School (Pasco); Avalon Middle School (Santa Rosa); West Navarre Elementary School (Santa Rosa); Tuttle Elementary School (Sarasota); Vernon Middle School (Washington); Dale Mabry Campus new laboratory/classroom buildings (Hillsborough Community College); Public Service Technology Building (Hillsborough Community College); Seminole Campus-Technology Learning Center Building (St. Petersburg Junior College); and Science Laboratory Building (Seminole Community College). Also included are tables of new facilities contracted in 1999 and the cost of construction for Florida education facilities. (EV)
- Published
- 2000
24. Language Arts in the Science Curriculum.
- Author
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Ediger, Marlow
- Abstract
Language arts experiences integrate well with quality science lessons and units of study. For example, there are many opportunities for listening, speaking, reading, and writing activities in science. Ideas gleaned in science need to be communicated in diverse ways involving one or more senders and receivers of messages. Students may read about performing a science experiment from a reference source. They might also read background information prior to experimentation so that the learning opportunity is more meaningful and interesting. The various word recognition skills are essential for students to acquire as tools to reading. There are a variety of science reading sources which include the following: encyclopedia sections, library books, CD-ROM materials, content in software, textbooks, and information from sources used to obtain subject matter for an oral or written report. Science experiments need to be written up with a format to include the problem, information gathered, statement of a testable hypothesis, and evaluation of the hypothesis based on relevant data. The making of models can be a hands-on activity in learning science content. Writing about the model can include a plan for developing the model, how the model differs from the real object, as well as related graphs, charts, and tables. Students can also become involved in developing posters to indicate achievement. Ideas from a conservation poster can be used for a photo essay. And both of these activities can lead to writing experiences in the science curriculum. (NKA)
- Published
- 2000
25. Photomontage. Water in Africa.
- Author
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Peace Corps, Washington, DC. Office of World Wise Schools. and McKoski, David
- Abstract
The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, "Photomontage," has students create a photomontage using essays and photographs provided by Peace Corps volunteers. The photomontage is calculated to focus attention on or alter viewers' attitudes regarding environmental issues in the United States and Africa. Students, while creating the photomontage, will challenge themselves to ask the question "What is this photograph about?" rather than "What do I see a photograph of?" Intended for use with high school students, the unit can be used in visual arts and language arts classes. Five to seven class periods of 45 minutes each are suggested. The unit lists materials needed, outlines applicable standards, provides essential questions, and gives student objectives. It details day-by-day procedures, assessment activities, and follow-up/enrichment activities. (BT)
- Published
- 2000
26. Seeing as Well as Hearing: Responses to the Use of an Alternative Form of Data Representation in a Study of Students' Environmental Perceptions. ASHE Annual Meeting Paper.
- Author
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Douglas, Katie B.
- Abstract
This study examined the perceptions of African American college students about the campus environment at a predominantly white university, using reflexive photographs and photo elicitation interviews. Five female and five male students were asked to take photographs on campus that illustrated their impressions of the university or that would help them to describe their impressions. Participants also recorded their thoughts and feelings about the campus in a notebook and completed interviews in which they were asked to interpret their photographs. Six overall impressions of the campus emerged: campus beauty; consciousness of being black; influence of Greek-letter organizations; prevalence of voluntary racial and cultural separation; and preparation for the future. The participants also reported that the employment of an alternative data representation promoted a deep level of reflective thinking, one that they thought went deeper than if they had been asked only to participate in interviews. Some of the students also reported that the visual component increased their level of commitment to completing participation in the study. (Contains 55 references.) (MDM)
- Published
- 1998
27. Teacher/Ethnographer in the Workplace: Approaches to Staff Development.
- Author
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Lake County Coll., Grayslake, IL., Gee, Mary Kay, and Ullman, Charlotte
- Abstract
Use of ethnographic methods to assess learning and staff development needs for workplace adult education programs is discussed, focusing on the teacher's role as ethnographic researcher. Four stages of ethnographic research are identified: (1) open-ended, inductive study; (2) structured observation; (3) analysis; and (4) speculation and sharing of findings. Characteristics of the ethnographic researcher's approach and behavior are also noted. Two models of data collection are presented. The first, use of photography, is intended to create a record of the workplace, identify its technology status and needs, and create an image for later analysis and sharing. Tips for taking and analyzing photographs are noted. The second data collection method discussed is the use of interviews. Five kinds of interview questions are discussed: "grand tour" or overview; specific task- or area-related questions; asking for examples; eliciting experiences; and questions about use of job-related terminology. An interview form is included. Benefits of using these data collection methods are noted, and similarities and differences in workplace and adult basic education are outlined. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
- Published
- 1998
28. A Description and Evaluation of the Archival Materials of the Pontifical College Josephinum.
- Author
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Fry, Michael J.
- Abstract
A description and evaluation of the archival materials of the Pontifical College Josephinum (Columbus, Ohio) is presented, with a focus on the founder of the Josephinum, Monsignor Joseph Jessing, and his place within the archives. The paper is intended to provide the administration of the Josephinum with recommendations and to stimulate further research of the archival principles being used within seminaries as a means of preserving the history of some of the oldest institutions of higher education in the United States. The historical information used was gleaned from actual records, documents, photographs, correspondence, artifacts, and literature, all from within the archives. The researcher made numerous visits to the archives and interviewed several persons; following each visit, field notes were transcribed. A brief history and overview of the archives is provided. The archives are described and evaluated in terms of physical locations, organization of records, preservation issues, and security issues. Items associated with Monsignor Jessing are then described. Two appendices contain photographs of the archives and of various archival items, and field notes. (Contains 42 references.) (Author/DLS)
- Published
- 1998
29. The Transformation of the Biological Precepts into Mental Concepts in Recognizing Visual Images.
- Author
-
Metallinos, Nikos
- Abstract
Total comprehension and understanding of visual images (particularly moving images) are the result of a series of complex biological (brain) and mental (mind) processes and activities. Whereas perceptual psychology and neurophysiology are among the two main academic disciplines that explain the functions performed by the organs of visual and auditory perception (eyes, ears, brain), cognitive and behavioral psychologies are the main academic disciplines that explain the mental activities, processes, and functions of the mind. In this paper the transformation of the biological precepts into mental concepts is discussed as they relate to recognizing and understanding moving visual images. Specifically, this paper reviews the various biological and mental functions of the human brain as they relate to moving images, discusses how visual precepts (codified visual bits) are transformed into visual concepts (holistic visual units), and provides suggestions as to the construction of moving images, particularly televised images. (Contains 31 references.) (Author)
- Published
- 1998
30. Telling Lewis Hine's Story: Russell Freedman's 'Kids at Work.'
- Author
-
Zarnowski, Myra
- Abstract
In "Kids at Work," Russell Freedman explores the world of child labor during the years 1908-1918 when Lewis Hine, "teacher-crusader," worked as an investigative photographer for the National Child Labor Committee (NCLC). Hine's writing and the photos he gathered from across the country revealed a "shocking reality that most Americans had never seen before." Russell Freedman's intertwining of three distinct sources of information--facts, photographs, and the focused experience of a single individual--provides readers with the basis for compassionate imagining, a blending of both knowing and caring about the past. Freedman uses storytelling techniques such as vivid, detailed scenes; characters developed through the use of small but "telling" details; and personal anecdotes. Readers cannot fail to be moved by the numerous photographs taken by Lewis Hine. Using "direct eye" contact with the observer, Hine showed viewers the conditions under which children worked in mills, canneries, mines, farms, and factories. "Kids at Work" focuses on children's quality of life as a result of industrialization in the United States. Freedman helps bridge compassionate imagining with contemporary concern--child labor has not vanished from America. It exists today in children of recent immigrants and migrant farm workers. (Contains 17 references.) (CR)
- Published
- 1997
31. A Prototype Item-Level Index to the Civil War Photograph Collection of the Ohio Historical Society.
- Author
-
Davis, Eric T.
- Abstract
Historically, bibliographical classification and indexing systems have concentrated on textually-based materials. More recently, archives and libraries have realized a pressing need to provide access to visual documents. An institution like the Ohio Historical Society must consider many different tools of access to achieve this goal. The growth of the Internet makes it an attractive conduit for providing access via an electronic index of bibliographical surrogates of the collection. The heart of the index is the bibliographical record. If the search terms selected by the researcher do not match the terms selected by the indexer, the index is a failure. This study addresses methods of anticipating the language and needs of an index's future users by charting and analyzing past information requests. It also examines the different sources available for generating the controlled vocabulary and bibliographic record format for image collections. Finally, it describes the creation and testing of an electronic index by four Ohio Historical Society staff researchers. Findings include: the majority of reference requests are very specific; the subject headings of the "Library of Congress Thesaurus for Graphic Materials" are the most appropriate for this collection; and the best model for the bibliographic record is the Library of Congress record. Several modifications of these records proved appropriate in the areas of field names and the level of specificity of subject headings. Appendices include reference and information-only requests from July 1995-May 1997, sample records, and a bibliography of Civil War Ohio reference books. (Contains 28 references.) (Author/SWC)
- Published
- 1997
32. Landscape Explorers. Photo Prints.
- Author
-
National Park Service (Dept. of Interior), Washington, DC., Stearns, Liza, and Syverson, Diane
- Abstract
These materials constitute part of an active, interdisciplinary, place-based curriculum that introduces fourth and fifth grade students to the concept of landscape and heightens awareness of the relationship between landscape and people. This photo packet contains nine color photos of the Boston-area landscapes that students use with "Picture This!," a cooperative learning activity to heighten visual acuity and home investigative skills. (BT)
- Published
- 1997
33. Mapping the World through Science and Art.
- Author
-
Dambekalns, Lydia
- Abstract
One of the most interesting challenges facing educators today is how to engage students in meaningful study of the environment in which they live. This paper presents the benefits of studying scientific data from an aesthetic point of view. The visual display of the earth's surface through aerial photographs and satellite map images was used as the basis for interpretive art works created with dyed silk by high school students at the Pennsylvania Governor's School for Agricultural Sciences. Three main criteria were used to evaluate the final pieces: (1) use of color, (2) design (composition), and (3) approach (meaning). Final evaluations of the course suggested that it was a very satisfying experience for the students. Some of the outcomes gained through the exploration of mapping included: the development of visual literacy skills, including an ability to read symbols and layer information; an increase in knowledge pertaining to the origins and use of remote sensing data; and continued development of an aesthetic eye in the creation of unique works of art. (AEF)
- Published
- 1997
34. Getting Them To Talk: Communicative Activities for the ESOL Classroom.
- Author
-
Mulling, Sylvia S.
- Abstract
A variety of activities are presented that are designed to stimulate conversation and communication among students in classes in English for speakers of other languages (ESOL). The first part of the report discusses the nature of communicative activity and of classroom conversation. The role of the teacher is seen as making the activity as truly communicative as possible, structuring activities so students use the information exchanged and are held accountable for their English usage, guiding without dominating, creating an atmosphere supporting self-expression, making students aware of the characteristics of authentic conversational English, and refraining from grammar correction during a communicative activity. The second part describes nine activity types that suggest communication but are not truly communicative: listening cloze; identification of appropriate conversational utterances from a list; dyadic information exchange; use of pictures or realia; elicitation of expected responses; oral reports that lead to classroom conversation; activities to develop conversational strategies; improvisation; and completion of plans, maps, or diagrams. In the third section, activities that resemble authentic communication are defined and described, including: free questions and answers; role-playing and socio-drama; class discussion; and other group activities such as problem-solving and task-oriented exercises. (MSE)
- Published
- 1997
35. The Readability, Recall and Reaction to On-Line Newspaper Pages with Visuals and Those Without.
- Author
-
Josephson, Sheree
- Abstract
The importance of visuals to communication is nothing new. Visuals attract more attention, convey more information more quickly, and are more memorable and possibly even more believable than text. What is new in communication is the extensive use of visuals in on-line publications. While visuals take a long time to materialize on the computer screen, this may not always be the case; therefore, it is worthwhile asking how important visuals are to on-line browsers and readers. In a study, 2 on-line publications were viewed by 30 undergraduates at Weber State University. (Utah). About 30% of the subjects had never viewed an on-line publication. Results showed that subjects looking at the visual version spent an average of 14 minutes longer viewing and reading; further, they read more stories in the publication than their counterparts looking at the non-visual version. Results also showed that those viewing the visual version were able to recall slightly more stories than their counterparts. In response to a question after the reading section of the study, participants said they preferred the visual over the non-visual version of the publication. It appears that readers on-line would prefer to have their news prioritized and organized for them in much the same manner as it is currently done in print versions. (Includes 16 notes.) (TB)
- Published
- 1996
36. Phototalk: Interviewing Young Children.
- Author
-
Fabian, Hilary
- Abstract
This paper discusses problems and ethical issues in obtaining interview data from young children and presents the "phototalk" method (the use of photographs to facilitate interviews with young children). The method was used in a study of young children's transition to school. Four interviews were conducted with each child, with the first and fourth using photographs. The first interview incorporated 31 photographs of students and teachers involved in a range of activities at school. After talking with the parents while the child played with toys and became accustomed to the researcher's presence, the first interview with the child regarding their initial perceptions of school was conducted. The fourth interview was conducted at the end of their first year in school and concerned their confidence, friendships, perceptions of the home-school partnership, and thoughts about the approaching transition to the next grade. Specific questions were matched to the pictures. Findings indicated that photographs gave a focus to the interviews and kept the children's attention. The placement of photographs in an album seemed to influence the children's response. Children were most effectively interviewed in pairs, although this practice involved difficulty in recording both children's answers unless the interviews were tape recorded. Photographs were also helpful in building relationships with children. A problem with using photographs was the loss in eye contact. (KB)
- Published
- 1996
37. Going Digital at College Newspapers: The Impact of Photo Credibility and Work Routines.
- Author
-
Kelly, James D.
- Abstract
A study used a diffusion of innovation approach to examine the adoption of digital imaging technology at daily college newspapers and to gauge its effect on student journalists' attitudes about the credibility of news photography and their work routines. College papers are well suited for such a study because their adoption of technology is likely to be more gradual than at professional papers. The study measures adoption rates over a 3-year period using questionnaires sent to student newspapers publishing at least 4 days per week. Measurement began in the early adoption stage (13%) and concluded in the late majority stage (66%). In all, 99 newspapers participated. By April 1995, 56 of them were using digital imaging technology on a routine basis. Adoption rates followed an s-curved (sigmoid) pattern. Students at the papers using digital technology said they had an easier time processing their photographic reports. Most disturbing for the photojournalism profession, however, is the pessimistic attitude these student editors expressed about the future credibility of news photos. It is possible that those who work with the computers daily learn very well how easy it is to change photographic representation without leaving a trace. Students also reported that the technology allowed for significant improvements in the way they perform their jobs in the newsroom. Response patterns suggest early adopters and majority adopters reacted differently to digital imaging. (Contains 3 figures, one table of data, and 24 notes.) (TB)
- Published
- 1996
38. Petroglyphs: The Writing on the Wall.
- Author
-
New Hampshire Univ., Durham. Inst. on Disability., Shapiro-Barnard, Susan, Tashie, Carol, Martin, Jill, Shapiro-Barnard, Susan, Tashie, Carol, Martin, Jill, and New Hampshire Univ., Durham. Inst. on Disability.
- Abstract
This book is a collection of photographs and accompanying text that focuses on the inclusion of high school students with disabilities in general education classrooms in New Hampshire. For each topic, a black-and-white picture is presented of a student with a disability in a general education setting. The opposing page has a paragraph on what people used to think about students with disabilities, paired with a paragraph on what people now know about students with disabilities. Topics include: academics, curriculum, natural supports, life skills, community, friendship, work, graduation, restructuring, future planning, and respect. The text stresses the need to change society's beliefs about the limitations and segregation of high school students with disabilities and to make the accommodations necessary to include these students in general education. (CR)
- Published
- 1996
39. New Tools for Preservation: Assessing Long-Term Environmental Effects on Library and Archives Collections.
- Author
-
Commission on Preservation and Access, Washington, DC. and Reilly, James M.
- Abstract
A new method was developed by the Image Permanence Institute for monitoring the effects of dynamic environmental conditions on organic materials in order to make it easier to manage the preservation of library and archives collections. This new approach to preservation management applies to the many types of scholarly resources for which research and academic institutions are responsible. The Time-Weighted Preservation Index (TWPI) provides a new way to measure and quantify how temperature and humidity changes affect the preservation quality of storage environments for paper, photographic, and magnetic tape collections, and any other type of organic material. The concept is illustrated with examples and explanations are given on how relatively small changes in storage conditions can result in significant improvements in the useful life of library and archives collections. Plans for the Preservation Environment Monitor are also described. Appendices provide information on the following: forms of deterioration in organic collection materials, deterioration mechanisms and test methods; specific origins of the preservation index (PI) model and how the PI model compares with other published models; and temperature and RH equilibration in TWPI analysis. (Contains 39 references.) (AEF)
- Published
- 1995
40. Syracuse University Resources for Educators of Adults. A. Photographs in Adult and Continuing Education; B. Descriptive Subject Headings.
- Author
-
Syracuse Univ., NY. Publications Program in Continuing Education. and Charters, Alexander N.
- Abstract
This document catalogs the photographs in the adult and continuing education collection at Syracuse University. The following materials are included: photographs and other materials received from the Fund for Adult Education in 1970; the archives of the continuing education programs at Syracuse University, the papers of educators of adults at the University; and photographs from other offices of the university such as public relations. The document also lists the descriptive subject headings that were developed in the early years of the Library of Continuing Education at the university, with a few modifications. These descriptive headings contain the following main categories: general; accreditation; administration; agencies; communications; comparative; counseling; evaluation; distance education; finances; foundations; futures; history; instruction; international; learning; legislation; policy and planning; programs; and program development. Short definitions are provided for each of the headings, and subheadings are also included. (KC)
- Published
- 1995
41. The Truth about Fiction: In Our Own Write.
- Author
-
DeCarion, Deirdre and Barter, Barbara
- Abstract
This paper presents aspects of a study in progress on the legitimate function of fiction in research. A section on methodology describes how the study started with a project of narratives written in response to the black and white photographs of one of the collaborators. Analysis of the response process revealed a connection between fiction and truth. As the project evolved and was critiqued, the focus changed and transcriptions from presentations, stories from other doctoral students, and an eclectic group of readings moved the study from the concrete response to the photographs and narratives to the theoretical, eclectic, and philosophical. The next section describes how the study evolved and was reinterpreted in response to the specific comments of others regarding executing the work, researching for meaning, continuing the execution, acting as teacher researchers, and researching the research. A section on the researchers' own agenda touches on crafting, the ethics and aesthetics of fiction, and the function of fiction. A conclusion poses some seminal questions for future discussion and suggests that fiction can be an alternative way to meet the needs of researchers wishing to articulate sensitive issues or convey what literal language cannot. A photograph that was the basis of interpretive stories is included. (Contains 85 references.) (JB)
- Published
- 1995
42. Adaptation of a Visual Readability Instrument to Multimedia Format.
- Author
-
Vrasidas, Charalambos and Lantz, Chris
- Abstract
This paper describes a study in which a Picture Readability Index (PRI) was used to investigate initial and extended perceptions of photographs. Readability criteria for evaluating instructional text seems to have been in place for a long time, yet instructional visuals like photographs and illustrations have typically been subject to no such criteria. The PRI, developed from research in the areas of semiotics, linguistics, perception, visual literacy, and cognitive psychology, seeks to apply measurable readability criteria to these visuals. It considers first impressions gained from brief exposure, and also examines how a picture and caption are processed together during prolonged exposure. Data is coded and entered onto a nomograph for comparison between affective and cognitive domain classifications. The paper-and-pencil version of the PRI test, that was administered to a small group of students, however, is somewhat limited by its length and complexity, which may cause fatigue to have an influence on responses. Thus researchers set out to adapt the PRI test for the computer; besides eliminating the fatigue factor, the computer-assisted version would also organize data and simplify the process of projecting the image for viewing by the respondent. Adapting the PRI test into a computer-administered format involved selecting an authoring tool, flowcharting to modularize the instrument, storyboarding, scanning in photographs and drawings, creating test questions, and constructing and revising the multimedia prototype. Future study may include a computerized-adaptive version of the PRI, in which the progression of questions on the monitor will depend on prior responses. (Contains 27 references.) (BEW)
- Published
- 1995
43. Children's Observations about the Art in Picture Books.
- Author
-
Stewig, John Warren
- Abstract
This report establishes a foundation of information about how children in classroom settings develop visual literacy. Data was gathered during five 45-minute sessions with a second and a fourth grade classroom during which children looked at pictures in four versions of the Noah's Ark tale. The intent was to elicit whatever children chose to say about their observations of the books, then have them choose a favorite version and justify that choice. A description of the classroom discussions during the sessions is presented, and focuses on the order in which the children chose to look at and discuss the books; picture content; artists' use of color and lines; and page layout. Six tables present data: order of presentation; order of choice; comments about pictures for both grade 2 and grade 4; and comments about text for both grades. Some childrens' comments are provided to illustrate the range of their concerns. It was discovered, when verbal class discussions and written descriptions about their final picture choice were compared, that the written products were far less skilled than the discussion, implying that a more effective way to capture the thoughts of the children fully would have been to tape record their comments. Contains 13 references. (MAS)
- Published
- 1995
44. Visual Literacy and Visual Culture.
- Author
-
Messaris, Paul
- Abstract
Familiarity with specific images or sets of images plays a role in a culture's visual heritage. Two questions can be asked about this type of visual literacy: Is this a type of knowledge that is worth building into the formal educational curriculum of our schools? What are the educational implications of visual literacy? There is a three-part educational rationale to these questions. First, knowing about the conventional implications of certain images might make viewers more resistant to the manipulative uses of those images in advertisements or other contexts. Second, specific images, primarily photographs, have been intimately intertwined with the social developments from which they emerged that the teaching of history seems almost inconceivable without some reference to these images. Third, there are some images about which one might want to instruct younger generations because of the role they have played as a reference point in the public life of older generations. Students were informally tested on their familiarity with a number of historical photographs, pictures from ads, and some frequently parodied images. The highest rate of recognition was of the advertising images, followed by the visual parodies, and then the historical images. The results give a sense of the potential for education to raise students' levels of visual literacy, and draws attention to the need for further exploration of the implications of visual literacy. (DGM)
- Published
- 1995
45. The Versatility of Photo CD Technology in the Classroom.
- Author
-
Mustoe, Myles
- Abstract
The Kodak Photo CD (compact disk) system provides a fun, new, very accessible way to integrate images into geography classroom presentations. Graphicacy deals with spatial information that can only be expressed by a graph, map, or photograph. The importance for geography students to develop visual observation and graphic interpretive skills is recognized by the National Council for Geographic Education. A simple, yet powerful means of facilitating this visual interest is through the use of still photographs which can be used to show humans in relationship to an environment, cultural or physical features in relationship with one another, and isolated cultural or physical features. Photo CD's are a simple, cost-effective, state-of-the-art means to digitally archive or catalog standard 35mm slides or print negatives. The bulky slide projector is substituted with a small, compact CD player which can be plugged into a television monitor, or be interfaced with a computer. Software packages presently available from Kodak allow the user to build photographic portfolios and integrate them with graphics and audio. The CD player can zoom in on a portion of the image, pan, and rotate the image full circle, compose, and sequence the photos from an index of 100 to 700 images. No longer is the teacher limited to the linear progression and bulky hardware of the slide projector, but rather has a tool that provides him/her with the flexibility to use images at their best time in their best measure. (KP)
- Published
- 1994
46. Educational Philanthropist George Peabody (1795-1869): Photos and Related Illustrations in Printed Sources and Depositories.
- Author
-
Parker, Franklin
- Abstract
Photos and related illustrations in printed sources and depositories of the educational philanthropist George Peabody (1795-1869) are listed in this bibliography. Sources, including 29 works collected by Franklin Parker, are arranged alphabetically by author's last name or by title of article if no author is given. (ML)
- Published
- 1994
47. 'Back When God Was Around and Everything': Elementary Children's Understanding of Historical Time.
- Author
-
Barton, Keith C. and Levstik, Linda S.
- Abstract
In order to investigate elementary school students' understanding of historical time, this study conducted open-ended interviews with 58 children in kindergarten through sixth grade. The students were asked to place nine illustrations from various periods of American history in chronological order and to talk about the reasoning behind the order they chose. The paintings and photographs consisted of scenes broadly representative of a particular era, such as the colonial period, the 1920s, or the 1960s. The study found that even the youngest children made some basic distinctions in historical time and that those distinctions became increasingly differentiated with age. Dates, however, had little meaning for children before third grade; and although third- and fourth-graders understood the numerical basis of dates, only by fifth grade did students extensively connect particular dates with specific background knowledge. At all ages, children's placement of most pictures revealed substantial agreement with each other and with the correct order. Two appendixes contain copies of the illustrations used in the study and the interview protocol. (MDM)
- Published
- 1994
48. Item Calibration Considerations: A Comparison of Item Calibrations on Written and Computerized Adaptive Examinations.
- Author
-
Stone, Gregory Ethan and Lunz, Mary E.
- Abstract
This paper explores the comparability of item calibrations for three types of items: (1) text only; (2) text with photographs; and (3) text plus graphics when items are presented on written tests and computerized adaptive tests. Data are from five different medical technology certification examinations administered nationwide in 1993. The Rasch model was used to calibrate items for the two test formats. Item calibrations obtained from each administrative mode were then compared. No significant differences were found between text only item calibrations obtained from the written tests and the computerized adaptive test. While some items with photographic or figure accompaniment showed slightly different item calibrations between the administrative modes, nonstatistical explanations explain most of the minor differences discovered. The results of this investigation confirm that Rasch item calibrations from written tests are appropriate for use on computerized adaptive tests. Included are four tables and six figures. (Contains 7 references.) (Author/SLD)
- Published
- 1994
49. An Interdisciplinary Approach to the Evaluation of Visuals for Instruction.
- Author
-
Lantz, Chris
- Abstract
To what extent can photographic readability be formalized for use as a criterion in the evaluation of instructional materials? The purpose of this study was to develop and pilot test a readability index for evaluating photographic illustrations in instructional materials. The index uses an interdisciplinary battery of methods adapted from the fields of linguistics, reading, and cognitive psychology to assess the level of visual information processing for viewers in both initial perception and prolonged encoding phases. The Picture Readability Index investigates both stages in the perception of photographs according to the comparison of affective and cognitive domain classifications on a nomograph format. Visual semiotic analysis is also used to investigate ways in which pictorial elements group to form functional ensembles or gestalts in the first eye centrations. An expert or adoption panel was used to improve the instrument during development. The present format is considered too extensive to use with large populations and in applications with limited time, even though the expert panel suggests that most of the elements included are important. Length could be made more manageable if all components were shortened. (Contains 20 references.) (Author/SLD)
- Published
- 1994
50. Picturing Iowa's History.
- Author
-
Iowa State Historical Society, Iowa City. and Ruth, Amy
- Abstract
This issue focuses on how advancements in photography affected Iowans and the pictures they took of their communities. Five famous and not so famous photographers who have taken pictures of Iowa's history are featured: (1) John Plumbe, Jr.; (2) Isaac A. Wetherby; (3) D. C. Hale; (4) Duluth Pieper; and (5) E. M. Clark. Instructions for making picture postcards and caring for old photographs are included. A series of photographs from different periods of Iowa history poses questions to help students discover why Iowans took photographs, how they lived and dressed, what they did for fun, and what was important to them. The article suggests that photographs of modern students' lives are tomorrow's historical clues. This activity asks students to explore the photos they have at home and compare and contrast them with the pictures in the article. A series of photographs by two Iowa students record a day in the life of each of their families. An article on helping history shows students how photographs can be used to document history and reflect the changes in the appearance of towns. Several old photographs are featured in another article that helps students understand how photo-historians uncover clues by studying photographs and asking questions about what they see. Other features include a short story and a comic. (DK)
- Published
- 1994
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