What is it about?
This chapter proposes a theoretical-pedagogical framework to provide teachers and students of Spanish as a second language (L2) in different educational contexts with opportunities for the development, learning and application of visual literacy skills (VLS). We present concrete examples of how to apply the pedagogical framework for creative work in the classroom, in the museum, and in the community.
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Why is it important?
The chapter propose a guide that orients the sociohistorical, interdisciplinary, and transcultural analysis of visual arts coming from the Spanish-speaking world in the Americas, Europe, and Asia, including its multilingual communities.
Perspectives
Visual art encompasses its two-dimensional expression (painting, photography, figurative poetry) as well as its integration into multimodal complexes (musical graphics) and multimedia (videos). Nowadays Visual Literacy is essential to understand how could apply this pedagogical framework for creative work in the classroom, in the museum, and in the community.
PhD Lola Cabrero
Universidad de Cantabria
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This page is a summary of: Literacidad visual, August 2024, Taylor & Francis,
DOI: 10.4324/9781003190615-23.
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