Ginger ONeal
Author Note
Abstract
In todays ever changing world our students are becoming more and more exposed to visual
images and graphics. Why not use this tool to our advantage as educators? Visual literacy may
be a new buzz term to some, but in reality it has been around for decades. Over a course of 5
days a group of teachers will be informed of visual literacy experiences, and the best ways to
enhance instruction. Over the course of the year teachers will implement those practices and not
any and all outcomes due to the implementation of various visual literacy practices. There will
be a couple follow up meetings to discuss and share all outcomes, positive or negative. The goal
of the professional development course is to create confident teachers willing to use visual
literacy practices on a consistent basis so that students will benefit from the exposure and
enhancement of the literacy competencies. Teachers will first implement a practice in one unit,
then a couple units, maybe even a couple of days during through the week. If we cant teach
them, we need to join them. Join them in the trenches where they struggle and pull them out
Introduction
In todays ever changing world our students are becoming more and more exposed to visual
images and graphics. Why not use this tool to our advantage as educators? Visual literacy may
be a new buzz term to some, but in reality it has been around for decades. Over a course of 5
days a group of teachers will be informed of visual literacy experiences, and the best ways to
enhance instruction. Over the course of the year teachers will implement those practices and not
any and all outcomes due to the implementation of various visual literacy practices. There will
be a couple follow up meetings to discuss and share all outcomes, positive or negative. The goal
of the professional development course is to create confident teachers willing to use visual
literacy practices on a consistent basis so that students will benefit from the exposure and
enhancement of the literacy competencies. Teachers will first implement a practice in one unit,
then a couple units, maybe even a couple of days during through the week. If we cant teach
them, we need to join them. Join them in the trenches where they struggle and pull them out
Demonstrated Need
It was just like any night before, Drew sat down to do his homework and within the first
few minutes felt the overwhelming emotions of frustration, hopelessness, and despair. Even
though Drew was in the third grade he wasnt even on a first grade reading level. He struggled
with sight words that he had seen over, and over, and over. Books he knew he should be able to
read, he couldnt.
No matter the hours of tutoring, the countless nights of homework, and the tears he shed,
he just could not read. And then he walked into Mrs. Sidwells reading class, and it all changed.
Mrs. Sidwell taught different than his other teachers. She taught conventional skills in
unconventional ways. To teach Social Studies she would introduce content with comics, there
were lots of images to help make connections that Drew was unable to make before. It wasnt
long before Drews confidence soared and he had a new found drive in mastering the skill that
had frustrated him for so long. Mrs. Sidwell and the use of visuals helped a struggling reader
Reading strategies have been around since the beginning of time, and this strategy is
nothing different. It is a way to reach students by addressing their strengths or areas of interest.
Teachers use visual approaches to grab the learners attention, but also bridge a gap of something
missing in their schematic approach. Several studies have been done to support the use of visual
In the graph below you will see the results of the third grade students at Morgan County
Elementary School when taking the 2016 Georgia Milestones. The results are not completely
disheartening, they are not enlightening either. As a mother and educator, I would love to see the
percentages for the elementary school, the county and the state of Georgia all be extremely
higher. As you can tell from the table below, the results improved from 2015 to 2016. However,
only 62.8% of students reading on or above grade level is terribly scary. Our students deserve
(Retrieved: file:////Downloads/Morgan-County-Elementary-School-Morgan-County-en-
report.pdf)
about what they would like as their next in-service topic or area of focus teachers were all
excited about a new way of reaching their students that was sure to increase engagement.
Teachers and graphic organizers have long paved the way, however using the graphic organizer
along with images and text, the lesson just went to a whole new level. Of all 12 third grade
teachers that were questioned, it was a unanimous decision to take what they know and increase
engagement. The quality of the lesson is more important than the quantity of topics or standards
that are addressed. The staff is ready to take the best practices they are already using and add to
Nancy Frey, a woman on the cutting edge of visual literacy, puts it best when she says
Adolescence has often been described as a journey of self-discovery, a time when adolescents
measure the width and breadth of the world and figure out where they fit in that world. Literacy
narratives are a step on the journey of self-discovery. (Frey, 2006, pg. 14) All of our students
are learning at their own pace, in their own way. Allowing them to write literacy narratives,
comics, or incorporating more visuals to enhance the learning environment are just simple ways
In the resources section at the end of this proposal there is a list of 10-15 resources that
were used to gather ideas, information, and supportive data to show the need and practices of
visual literacy. Without these various peer reviewed articles, texts, and sites I would not have
enough knowledge to be able to plan and implement a complete professional development
course. The studies that have previously been done in primary grades, elementary, middle and
high, as well as a variety of educational settings provide a well-rounded view of what practices
work best for different ages, content areas, and learning abilities. These studies helped me to
form a solid set of goals and objectives on which to build the curriculum of the visual literacy
course around.
To have a solid professional development plan you must have a solid set of goals and
objectives to build your curriculum around. In the sections to follow you will see the driving
goals and objectives for the visual literacy experiences professional development curriculum.
The goals and objectives were created with teacher performance as well as student success in
mind.
Goals
For the professional development course there are two goals. One goal is focused on
increasing knowledge, and the other goal is focused on increasing technology integration. The
Increase in Knowledge
The goal is to increase the amount of 3rd grade teachers at Morgan County Elementary
School that are using visual literacy experiences given their specific content area atleast
These goals were written with the end result in mind. They are SMART goals meaning
that they are specific, measurable, attainable, and most important relevant to the topic and
subject at hand. Once the goals were created then objectives were written to give a guideline as
to how the goals would be met. Those objectives are in the section below.
Objectives
To achieve the goal of increasing the number of teachers using visual literacy practices
several objectives were created to make sure our goal was met. Those objectives start with the
learning of the meaning and components of visual literacy all the way to how to develop or find
their own visual literacy tools to enhance instruction. The objectives for the goal of increasing
Objectives:
2. Teachers will learn various visual literacy approaches to teaching a lesson. (I.e.
3. Teachers will learn higher order thinking questions to develop the instructional
complexity of the lesson. (I.e. What do you see going on in this picture? What makes
4. Teachers will learn how to develop visual literacy experiences for specific content
the number of resources they use with each unit. The objectives below show how the staff at
Morgan County Elementary will go about doing so. Teachers will be shown various practices
that go along with the experiences of visual literacy and then they will be shown various
resources to find more visuals to coincide with their topics of instruction. The objectives for
Objectives:
1. Teachers will learn various internet resources to pull Copyright images to support
content. (I.e. www.commonsense.org)
2. Teachers will learn use Flickr to create sets of 5-6 photographs to use for Five
Card Flickr for a Social studies content areas.
3. Teachers will learn to use Google Classroom to allow for electronic dispersing of
assignments, as well as electronic retrieval and assessing of student work.
4. Teachers will learn how to create a Content and Grade Level specific Google
Drive to compile resources.
How are we going to have teachers achieve these goals and meet these objectives? With these
The visual literacy professional development curriculum is one that it exciting to plan!!
Below are the goals for the professional development curriculum that is to be conducted with a
Increase in Knowledge
The goal is to increase the amount of 3rd grade teachers at Morgan County Elementary School
that are using visual literacy experiences given their specific content area atleast two to three
times a week.
The goal is to increase the tools that teachers use to gather material to enhance resources by 3-4
The course has been planned for a week during the summer to maximize time and focus
of the educators involved. The order of events is listed below to enhance the learning and drive
the focus for the weeks instruction. The plan is to educate, excited, enlighten teachers during
the week to make this practice a vital part of their instruction as much as possible.
For the week of the training we will follow the the plan below:
1. Greeting/Ice Breaker
Visual Literacy)
Visual literacy is the ability to interpret, negotiate, and make meaning from information
presented in the form of an image, extending the meaning of literacy, which commonly
signifies
3. We will now perform a data dig for the MAP assessment results for last years students,
this
years students, and even the students entering third grade th 2017/2018 school year.
(Results
will be gathered from the Assistant Superintendent of curriculum and Instruction, Chip
Meyers.) We will use our findings of the data to lead into how visual literacy in a variety
4. Once we discuss the meaning of visual literacy teachers will be shown a variety of
examples of
ways to use visually literate practices in their content area, no matter the unit or concept.
(These
various suggestions will be shared via Google Classroom so that students (the 3rd grade
*Visual Note-taking (using apps such as iPad Pro w/ Apple Pencil, AdobeDraw,
*Comic Creation
5. After being briefly introduced to the concept of visual literacy the Reading/ELA
teachers will
group together, the Math/Science teachers will group together and brainstorm ways that
the different approaches can be implemented into the previously created units. Teachers
can go through each unit and plug in visually literate experiences based on the ones they
have seen or been trained upon or search for more based on the ones or styles that they
6. Once teachers have had a chance to familiarize with the material and search for their
own
resources we will reconvene and share what their likes/dislikes were. We will share our
take-aways and how we are going to implement visual literacy experiences as soon as the
The timeline for the course would be to have the week long session during June just after
school has dismissed for the 2017-2018 school year. Preferably that very first week so that
teachers are still focused on what lessons and standards have been taught throughout the year.
We will meet in September to discuss how the teachers have implemented one of the visual
literacy practices as well as answer any questions. Not only will we meet face to face twice over
the course of the year, September and January, I will be sending bi-weekly emails with tips and
factoids to let teachers know that they are supported and encouraged!!
To evaluate how the professional development in-service went we will send out a Google
Form on the final day of the program. We are will do this for two reasons: to ensure completion,
but more importantly to make sure that when filling out the form the information is fresh on their
minds. The success of implementation is directly related to the teachers' confidence in the
content and process of implementation. If the results of the survey are negative or show that the
faculty needs more support or examples we will make a plan to address those issues. We will
also film the presentation in its entirety so that teachers can refer back to at any particular time.
https://docs.google.com/a/morgan.k12.ga.us/forms/d/1VtiOVkUWfxag5Uw0wPfAPfToAT1DM
JEsucvd44Nvb54/edit?usp=forms_home&ths=true
The 3rd grade teachers will also fill out a quarterly survey to share their findings of how visual
literacy helped increase student's reading ability and scores for MAP testing.
The external evaluator role will be conducted by Mrs. Jean Triplett, the Assistant
Superintendent and Director of Curriculum and Instruction for Morgan County. She will be
1. Conduct observations and consultations before, during, and after course completion.
2. Distribute/correlate results from the Google Forms Survey completed daily and at the end
3. Review, share, and make suggestions as to what modifications could be made for
6. Communicate and meet regularly with the Project Director throughout the course and
evaluation process.
Mrs. Triplett was chosen as the external evaluator due to her overwhelming
qualifications. She is knowledgeable about the demographics, abilities, and make-up of both
students and faculty. She is also familiar with a variety of instructional practices, and the
In Table 2 below you will see the means for collecting data throughout the course of the
session. Mrs. Triplett will be gathering the data and then presenting the results in a format that is
feasible and easily understood. The focus will be to meet the objectives, and gather the data to
Table 2
Using all of the data collected throughout the course will help to drive instruction and
implementation of further practices. If the results are what we hope them to be then we plan to
open the course to new teachers and highly encourage the attendance of any staff that does not
attend the initial teachings of visual literacy. It is the hope of the curriculum development team
to use the course as a launch pad for courses to come. It is our goal to assess the process and the
results of the outcome to make sure our instructional practices are what is best for our students.
The focus should be on the process more so than the outcome. While we want optimum
outcome it is imperative that we dont discount the process in which it takes to get there. The art
of learning to walk is a process in which the end result is a rewarding practice in which we use to
get from one place to another. However, the process of learning how to walk takes diligent
practice with many trips, slips, and falls along the way. This is also true in the art of learning to
read. The same diligence is needed to master the art of reading and that journey is different for
everyone. No matter the length or struggle throughout the journey the focus should be placed on
the process and determination, rather than just the end result. There is growth in the struggle,
and growth is what we need. According to a Bolton-Gary (2012), Comics can be used to
establish a positive affective context and interest in the theories of teaching and learning, and
encourage students to continue to reflect and think critically on the best practices for learning
It is so much better as both an educator and a student to give something your all, and fail
but learn rather than to not give it your all and fall short of doing either. In an article written by
Shivers and Levenson, very interesting results were found when using the practices of visual
literacy to enhance the practice of argumentative and persuasive writing. According to Shivers
(2017), through the assignments, we found that the practice of visual literacy lends itself to the
interpretation and explanation and present them in a persuasive and compelling way. Works of
art are a good place to start because they are complex representations meant to stimulate
perception and idea production. (pg. 82). What a fun way to allow for creativity, expression,
and individuality!!! The fact that this article is so recently published gives even more support
and fidelity in incorporating this practice into our daily lessons in primary grades all the way up
to secondary institutions.
As an educator it is hard not to get bogged down in the data and outcome rather than the
journey through each lesson. However, we must take time to bask in the growth and learning in
the minute details of the process. That is where the growth comes and that is where we need to
focus. Ultimately our students are more than a test score and more than a number. If we only
focus on a number we miss the valuable relationship between educator and student as well as the
Partnerships
support and collaboration due to the requirements of each and every class. Individualized
instruction, albeit self-paced, still requires a need of help and support to optimize learning and
full potential. This professional development course is no different. Below are the partners and
support system that, once funded, will allow us to make sure this course is conducted to the best
of our ability.
Partners
Our Partners in Education are so supportive in our efforts to do what is best for our
students. At the county level I would work directly with Nancy Willis our grant writer to help
make ensure we use all resources possible, the Instructional Technology Department, school
administration, and our academic coach Jennifer Evans. In the community we will enlist the
help of a long-standing printing company to help print images, maps, charts, diagrams for our
teachers at a discounted rate!! (So exciting!) The session will be conducted at Morgan County
Elementary School so there is no need to worry about facility usage, however I must make sure
to meet with administration to make sure we are scheduled at a time where things are not
overlapping. We will work with community business like NuART to print posters needed for
instruction, or we could support our local middle school by using their poster maker. We will
also work with Ingles, Padgett and Whetzel, and Paschals Orthodontics to help pay for food and
Without these partnerships our professional development course would not be able to
survive or meet its full potential. It is with the support of our school system and community that
we are able to meet the needs of the program. For their support the design staff and I are very
thankful.
Our program is only as good as its members. We will not be able to entice teachers to
want to come to our program if we do not show that it is worth their while. Below you will see
how we plan to make teachers want to come to our program and value the ideas behind the
programs implementation.
As the program coordinator, I plan to energetically recruit members of the 3rd grade team
as well as the other members of the staff at Morgan County Elementary. We will share the fact
that each participant will receive a $500 stipend for attending the program, because we all know,
money talks. We will also be providing lunch for all attendees, which is the second way to a
person's heart. Door prizes that we hope to have donated by our community supporters will act
as a pleasant and unexpected surprise for our devoted family of educators. Finally we will share
several research supported finding that show that visual literacy enhances the learning of all
students, both young and old. All of these strategies, coupled by the high recommendation of
visual literacy practices. We need as many educators as possible to buy into the topic in order
for our professional development session to be beneficial and effective. The possibility that this
professional development course may even occur is excitement enough for me!!
Conclusion
Morgan County is an incredible school system in which to work. The staff is a family of
devoted educators that serve as coaches, mentors, and support systems to a variety of students
who come from all walks of life. This group of educators go above and beyond to provide the
best instruction to each and every one of their students. This course is no different.
This course is designed with one idea in mind, and that is to increase the level of
knowledge, usage, and support of visual literacy experiences. The course will show the meaning
of visual literacy experiences, a variety of useful and engaging practices, as well as develop a list
or group of resources to pull from in order to support instruction for the duration of the year.
ensure increased performance. (pg. 881) The goal is that by teaching the educators the
meaning and practices of visual literacy, that they will then collaborate to make resources for
various content areas that best support their grade levels and topics of instruction.
Writing this grant has given me a new perspective into the world and operations of the
educational system. It is my goal that as a media specialist at the middle grades level in the
coming fall that I can strengthen my grant writing skills and begin to fund many professional
development sessions that will support engagement, instruction, and the best practices for our
students.
Appendix A
Budget Summary
Lodging N/A
Food $100
Budget Narrative
The budget for the Visual Literacy Experiences Professional Development course is
shown above. The estimated grand total for the course is $31,626.77. The cost for personnel for
the week long course as well as the follow-up sessions is $13,900.00 of the total cost. Fringe
benefits, health care and retirement, are $2,780. The healthy stipend of $500 per participant is
$10,000 of the estimated total. Travel and any additional costs such as lunches, snacks, books is
projected to be about $3,604.05. There are no packets or binders necessary. All documents and
materials will be shared through Google Classroom so teachers have electronic reference to them
Appendix C
Capacity (Project Team and Facilities)
A program is only as good as the members used to facilitate said program. Below you
will see a list of stellar educators that have collaborated to write a jam-up professional
development course to support instruction and better the educators that will be participating.
They have worked hard to develop a solid curriculum built on solid practices with engaging
Team Members
The individuals below be an active and integral part of the Visual Literacy Experiences
Professional Development:
Data collection is imperative in the implementation of the course. The data collected will
be gathered and used to drive instruction throughout the duration of the course as well as
subsequent sessions of the course. The types of data to be collected are explained below.
After each day of instruction the teachers will complete the survey to give their feelings
and opinions about the days instruction. The program developer and instructor will use the
results to drive instruction and enhance instruction for the next day. The link is below.
https://docs.google.com/a/morgan.k12.ga.us/forms/d/1VtiOVkUWfxag5Uw0wPfAPfToAT1DM
JEsucvd44Nvb54/edit
Several teachers at random would be selected to be interviewed each day. The results of
these interviews would be used in conjunction with the results of the Google Form completed by
all attendants. The teachers will also be interviewed using questions like:
2. Do you see yourself using the practice of visual literacy in your teaching?
3. How comfortable are you with using the practices you have learned?
4. If you could change something about the course, what would it be?
Apkon, Stephen. The Age of the Image : Redefining Literacy in a World of Screens. New York:
Farrar, Straus and Giroux, 2013. * (Especially recommended)
Bates, C. C., Huber, R., & McClure, E. (2016). Stay Connected: Using Technology to Enhance
Professional Learning Communities. Reading Teacher, 70(1), 99-102.
Bolton-Gary, C. (2012). Connecting through Comics: Expanding Opportunities for Teaching and
Learning. Online Submission,
Chou, M., Hsu, Y., & Chen, C. (2015). Will Aesthetics English Comic Books Make Junior High
School Students Fall in Love with English Reading?. Universal Journal Of Educational
Research, 3(10), 671-679.
Deb, P. K. (2016). Comics as a Means of Humor and Minimizing Classroom Anxiety. IUP
Journal Of English Studies, 11(1), 66-69.
Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels,
anime, cartoons, and more to develop comprehension and thinking skills. Thousand Oaks, CA:
Corwin Press.
Goddard, Y.L., Goddard, R.D., & Tschannen-Moran, M. (2007). A theoretical and empirical
investigation of teacher collaboration for school improvement and student achievement in public
elementary schools. Teachers College Record, 109(4), 877-896.
Golombisky, K., & Hagen, R. (2010). White space is not your enemy: A beginner's guide to
communicating visually through graphic, web & multimedia design. Amsterdam: Focal
Press/Elsevier.
Holland, J. (2016). Visual Literacy in International Relations: Teaching Critical Evaluative Skills
through Fictional Television. International Studies Perspectives, 17(2), 173-186.
doi:10.1111/insp.12098
Johnson, C. j., & Gooliaff, S. s. (2013). Teaching to Strengths: Engaging Young Boys in
Learning. Reclaiming Children & Youth, 21(4), 27-31.
Owen, S. (2016). Professional learning communities: building skills, reinvigorating the passion,
and nurturing teacher wellbeing and flourishing within significantly innovative schooling
contexts. Educational Review, 68(4), 403-419.
Poggiali, J., & Farrell, R. (2014). Comics to the Rescue: Finding Innovative Applications for
Library Digital Learning Objects. Journal Of Library Innovation, 5(1), 67-77.
Sarada, P. A. (2016). Comics as a Powerful Tool to Enhance English Language Usage. IUP
Journal Of English Studies, 11(1), 60-65.
Shivers, J., Levenson, C., & Tan, M. (2017). Visual Literacy, Creativity and the Teaching of
Argument. Learning Disabilities -- A Contemporary Journal, 15(1), 67.