Running Head: USING PHOTOGRAPHS TO TEACH LITERATURE

Using Photographs to Teach Literature: Previous Research

Jennifer Spivey and Cheryl Lee Norfleet
University of West Georgia

USING PHOTOGRAPHS TO TEACH LITERATURE

Title
The Art of Engaging Young Men as Writers
Authors
Mary J. Franco is a National Board Certified Teacher and Doctoral Candidate in Art Education at
the University of Missouri.
Kathleen Unrath is Associate Professor of Art Education at the University of Missouri.
Summary of Review of Literature
Visual Thinking Strategies (VTS) are used by educators to facilitate learners in sustained
looking, critical and creative thinking, and effective communication. Visual Thinking Strategies
asks students three questions:

What is going on in this picture?

What do you see that makes you say that?

What more can we find?

The teacher of VTS does not contribute information of insight, instead he maintains a neutral
stance as the students collaboratively construct meaning based on their observations, prior
knowledge, and the insight of their peers.
The literature review found that boys struggle to achieve academically in school, with writing
being a particular area of concern. According to the 2012 National Assessment of Educational
Progress writing assessment, there is a 20 point achievement gap between girls and boys,
favoring the girls.
Analysis of Methodology
The purpose of this qualitative study was to investigate how purposeful and substantive visual art
experiences might support literacy learning of elementary age boys. The main research question

USING PHOTOGRAPHS TO TEACH LITERATURE

for this study was: What happens when Visual Thinking Strategies (VTS) discussions and related
art making are infused into a remedial writing program for K-5 boys? The remedial program
consisted of weekly lessons that began with an 8-12 minute VTS discussion. An inspired art
making activity followed each discussion, prompting the students to visually capture and
creatively elaborate upon ideas and narratives that had been discussed. Each session was
concluded with a creative and purposeful writing task that flowed from the VTS and art making.
Summary of Results
Researchers collected data by video, photographs, and note-taking. The VTS conversations and
the boys comments, actions, and interactions were all documented by video camera.
Researchers also kept detailed blogs of the experience along with taking photographs during the
sessions. The boys responded to VTS with high degrees of enthusiasm. They eagerly raised their
hands, waved their hands, and even made noises as they waited their turn to speak, respond to
peer comments, and add their ideas to the group. Active engagement was also noted throughout
the study, with no decline over the course of the study. The boys active art making projects
served as graphic organizers and catalysts for idea elaboration. The boys shared their art making
with the group and received enthusiastic applause. The weekly emphasis on visual literacy
during the prewriting phase provided the students with motivation and engagement for the
activities and enhanced their performance, persistence, and creativity.
Opinion of Results
The research found that purposeful and substantive visual art experiences can support the literacy
learning of K-5 boys. The boys grew in their reading, writing, speaking, listening, viewing, and
visually representing skills over the course of this study. The researchers initially planned to

USING PHOTOGRAPHS TO TEACH LITERATURE

conduct this research for only one semester; however, the boys loved the writing club so much
that the program continued for five semesters!
What I learned
If adding visual thinking strategies and visual art to lessons creates these amazing results, I can
only wonder why every teacher is not doing this. This research only shows how the boys
attitudes towards writing improved. I would be interested to know if the boys actual writing
scores were also improved.

USING PHOTOGRAPHS TO TEACH LITERATURE

Title
Image and Multimedia Resources in an Academic Environment: A Qualitative Study of
Students Experiences and Literacy Practices
Authors
Krystyna K. Matusiak is a student in the Library & Information Science Program in the
Morgridge College of Education at the University of Denver.
Summary of Review of Literature
The research on the use of digital images and multimedia in classrooms is limited and often
multidisciplinary. Studies explore image-seeking behavior of students for research purposes;
however, these studies do not extend to classroom contexts or students literacy practices. Many
studies also examine the use of images in the classroom and focus on the benefits of teaching and
learning.
Analysis of Methodology
The purpose of this case study was to explore students experiences using images for academic
work. The case study observed an undergraduate college class. The data collection included a
survey, field observations in the classroom, interviews, a questionnaire, and documentary
evidence. The survey gathered basic demographic data of 65 students. Field observations
consisted of 64 hours of observing lectures and focused on the type and mode of resources
presented in the classes, students reactions to those resources, student engagement, and note
taking practices. Document analysis considered the syllabi, assignments, PowerPoint slides, and
selected student work and digital materials. The questionnaire had five open-ended questions to
gather student opinions on their experiences with using digital resources.

USING PHOTOGRAPHS TO TEACH LITERATURE

Summary of Results
The students overall assessment of the class was positive. Students felt that the digital resources
made the class easier. Students preferred PowerPoint lessons that included
images/photographs/maps. Students also pointed out that images served as mnemonic aids and
helped them recall lecture materials better.
Opinion of Research
This case study gives credibility to using images in classroom instruction. Images add
descriptive, motivational, and mnemonic functions to instruction. Students perceive this type of
learning to be positive and beneficial. This study gathered many different types of data, but from
a relatively small number of students. There were 243 students in the class, yet only 65
participated in the study. I think this study could be improved by having a larger number of
participants. I also think this study would be improved by focusing on more than one classroom.
What I Learned
I learned that students learn better when images are used during instruction. Student learning was
motivated by the images and students also recalled the information presented with images better
than information presented without images.

USING PHOTOGRAPHS TO TEACH LITERATURE

Title
Picturing a Writing Process: Photovoice and Teaching Writing to Urban Youth
Authors
Kristien Zenkov, PhD is a professor at George Mason University, Fairfax, Virginia.
James Harmon is a teacher at Euclid High School, Euclid, Ohio.
Summary of Review of Literature
Research shows a correlation between declines in middle grades literacy achievement and high
school dropouts. Although research has also shown how teachers can increase engagement
through the incorporation of media, this is still often the exception. Students use of visual texts,
more specifically photographs, may serve as a foundation for different teaching methods as well
as increase student appreciation for literacy activities.
Analysis of Methodology
These self-proclaimed veteran urban English teachers, who like most teachers, were motivated
by student complaints to find a way to make the English curricula relevant to their students.
They also wanted to encourage the students to connect with their assignments and express their
opinions through photographs and reflection. They began the Through Students Eyes (TSE)
project where students used their own photographs and reflection to specifically address the
purposes of school, the supports for their school success, and the barriers to their school
achievement.
The location of the study isnt specified except to say that the area is very ethnically diverse with
high schools that serve students of almost 200 ethnicities. The participants were African
American, Caucasian, Asian American, and Hispanic, and most of them had parents who were
high school dropouts. It was noted that most of the participants were on track for graduation

USING PHOTOGRAPHS TO TEACH LITERATURE

despite the fact that their neighborhoods consisted of working poor families. The students also
came from different schools as time progressed and the authors changed locations of
employment. This study was also conducted inside and outside of the classroom as
circumstances caused them to spend part of the three years meeting on Saturdays and during
summer months. Cameras were provided for the students, and after instruction about how to the
use the camera, the students took photographs over a period of time ranging from four months to
over a year. They were instructed to answer three questions with these photographs: (1) What
are the purposes of school? (2) What helps you to succeed in school? and (3) What gets in the
way of your school success? Students would meet on Saturdays at a local library or gallery,
where breakfast was always provided by the adults, and select photographs that they would then
begin writing their reflection. Adults would meet with the students in one-on-one conferences to
assist with revisions for clarity and writing conventions.
Summary of Results
The TSE project lasted for three years and concluded with more than 8,000 photographs pared
down to 300 that were selected by all participants. The researchers segmented this information
into four categories: the art of real questions, begin with who we know, writing for and sharing
with a community, and writing time is not measured in 40-minute periods.
They felt that the most significant outcome was recognizing the importance of allowing the
students to address questions with visual responses. The students were accustomed to blending
images and text outside of school, but it also took time during the individual conversations to
divert students away from obvious responses towards images with deeper meaning. Allowing
students to bring in these images also initiated conversations between teachers and students
about their lives outside of school, allowing them to forge stronger relationships.

USING PHOTOGRAPHS TO TEACH LITERATURE

Opinion of Research
As I read the information, there was some mention of how the photographs encouraged students
to be more engaged in their writing, but I also wondered how much of the engagement had to do
with the incorporation of the photographs, and how much of it was due to the individual attention
that students were receiving from their teachers, as well as other outside adults. I would like to
see them use a control group that uses text in lieu of the images. They could conduct the same
sessions with the same type of interaction to see how much of an impact is made without the
visuals.
As a side note, all of the data that they presented was qualitative, and they provided their
generalizations based on their experience. I would like to see this extended for further study, and
analyze the data about specific school purposes, supports and barriers that were identified by the
students. I feel that this information would be invaluable to the administration and leadership in
developing school improvement initiatives.
What I Learned
My school leadership team is constantly working to find ways to build better relationships with
our students, as well as improve student engagement in the classroom. This study provided a
great springboard for me to work to develop a similar activity that we can easily implement,
utilizing student visuals.

USING PHOTOGRAPHS TO TEACH LITERATURE

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Title
Reading Images: The Phenomenon of Intertextuality and How It May Contribute to Developing
Visual Literacy with Advanced Placement English / Language Arts Students
Author
Cary Gillenwater, Ph.D. is Subject Matter Expert at Northcentral University in Prescott, Arizona.
Summary of Review of Literature
The use of visuals is often linked to increased engagement for reluctant readers, and justified as
they provide a connection to traditional texts. Research has shown that utilizing visuals can play
an important role in traditional literacy development, but this raises the question of whether or
not the opposite is true. Does traditional literacy contribute to the reading of images in graphic
novels?
Analysis of Methodology
His purpose, as stated in the title, was to understand the phenomenon of intertextuality, as well as
how it may affect transference between different modes of literacy. Data was collected in an AP
English class in rural Kentucky through classroom observation and recorded personal interviews.
The class consisted of 18 students, however only seven students, six male and only one female,
agreed to participate. This was done on two different occasions, one at the beginning of the year,
and another in the following November.
Summary of Results
His findings suggested that intertextuality may contribute to transference, however, even though
traditional literacy aids in reading and understanding graphic novels, he has discovered that there
is a need for additional instruction in art and visual literacy for a more complete interpretation of
the material.

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It was concluded that traditional literacy helps a student with reading, understanding, and
interpreting images, however, a students visual literacy can be amplified with training in art and
/ or visual literacy. It was found that graphic novels use many of the same literary devices that
are found in novels, and students identified intertextuality by pointing out many of these
elements. However, it was noted that these inferences were a result of the teachers formal
instruction in art and visual literacy, as the readers initially did not take notice of the images
when reading a graphic novel.
Opinion of Research
I agree with the point that visual literacy should be taught alongside traditional literacy, not only
to engage students in class, but to provide them with an adequate vocabulary with which to
discuss image elements. It will also make them more aware and informed about the media that
inundates their everyday lives.
I would have liked the study group to have been a larger and more varied sampling, but
Gillenwater had a difficult time locating the right teacher for this study. Also, once the teacher
was identified, only seven of the eighteen students agreed to participate. The author was also
limited in the amount of time that he could spend with the participants due to geographical
distance. He also mentioned that the teacher in his study had developed his visual literacy skills
through years of working with graphic novels, and that he felt that he could still benefit from
some formal training in visual literacy. I would like to see this study conducted with one teacher
who has no training or experience in utilizing graphic novels in the classroom against a teacher
with formal training. I think it would really emphasize the importance of providing visual
literacy training in all teacher prep programs.

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What I Learned
When equipped with proper formal training, students can discern as much information from less
text when images are included. Where traditional text conveys meaning through thick
description and pacing of dialogue, the same information can be conveyed through images.

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Title
Picture This: Visual Literacy as a Pathway to Character Understanding
Authors
Lori Ann Prior is a PhD graduate from The University of Texas at San Antonio.
Angeli Willson is a doctoral candidate at The University of Texas at San Antonio.
Miriam Martinez is a professor at The University of Texas at San Antonio.
Summary of Review of Literature
Picture books have been described as stories that are told twice; once by text and a second time
through pictures. It has been argued that both the written story as well as the illustrations must
be thoughtfully represented in order for the reader to fully understand the characters. However,
it has been argued that reading visual images is not something that children can do automatically,
and they must be taught visual literacy.
Analysis of Methodology
The researchers used a second-grade classroom in rural South Texas with twelve students; four
boys and eight girls. They selected three picture books that were rich in illustration for the
teacher to read aloud to the students. They selected three illustrations that used a variety of
visual elements and conventions. After the stories were read, they interviewed the students and
asked open-ended questions about the specific illustrations.
Summary of Results
It was learned that the students supported what they inferred about the character from facial
expressions, body posture, and character actions that were depicted in the illustrations. They also
utilized color and line to support character information. However, other conventions, such as
positionality, symbols, and size were often overlooked.

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Opinion of Research
The research shows that there are visual elements that children typically understand, but there are
some that they do not yet comprehend. We as teachers are missing opportunities to begin
teaching visual literacy at an early age. During the early years, the majority of the literature that
children read and have read to them is very rich in visual elements.
What I Learned
As I read to young children, I need to take advantage of these teachable moments, and include
visual literacy in my teaching. Rather than just taking from them the information that they
already understand and readily provide, I need to lead them and help them develop their visual
literacy skills in these early years.

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References
Franco, M. & Unrath, K. (2015). The Art of Engaging Young Men as Writers. Art Education,
68:3, 26-31.
Gillenwater, C. (2014). Reading Images: The Phenomenon of Intertextuality and How It May
Contribute to Developing Visual Literacy With Advanced Placement English / Language
Arts Students. Journal of Ethnographic & Qualitative Research, 8(4), 251-263.
Matusiak, K. (2012). Image and Multimedia Resources in an Academic Environment: A
Qualitative Study of Students Experiences and Literacy Practices. Journal of the
American Society for Information Science and Technology, 64:8, 1577-1589.
Prior, L. l., Willson, A. w., & Martinez, M. m. (2012). Picture This: Visual Literacy as a
Pathway to Character Understanding. Reading Teacher, 66(3), 195-206.
Zenkov, K., & Harmon, J. (2009). Picturing a writing process: photovoice and teaching writing
to urban youth: an image-based activity served as a tool to help students and teachers
understand the points of view of urban youth and to engage in writing activities. Journal
Of Adolescent & Adult Literacy, (7), 575.