What is it about?

This study analyzed three types of visual representations (graphs, maps, & graphic organizers) in the most widely used eighth-grade U.S. History textbooks. The analyses included how each visual was constructed and used within the context of text narrative.

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Why is it important?

Although most visuals were constructed well, few texts explicitly or implicitly connected the visuals to texts’ narrative, which has literacy implications for students’ comprehension. Other strengths and areas of need are identified. For areas of need, implications for pedagogies to enhance students’ comprehension of and connections with the visuals themselves are described.

Perspectives

Most social studies teachers anticipate that the visuals used in the chapters are referred to and directly pertain to content described in chapters. However, we found problems across the texts for these connections. When students read social studies texts, they are probably not aware that some visuals are "decorative" or not well connected to what they are reading. Consequently, there are implications for teachers to know what's not well connected and share this with students so they're not searching for connections that are not there.

Dr Margaret King-Sears
George Mason University

Many teachers rely heavily on textbooks to teach content. We hope that this article assists publishers with editorial decisions regarding visual representations, researchers to continue to explore visual content, and most importantly teachers to make instructional decisions.

Dr Brittany Lynn Hott
University of Oklahoma

Read the Original

This page is a summary of: Analysis of visual representations in middle school U.S. History texts, Journal of Visual Literacy, April 2018, Taylor & Francis,
DOI: 10.1080/1051144x.2018.1486563.
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