Importance of Visual Literacy

Importance of Visual Literacy


Importance of Visual Literacy

Question One

Kennedy’s definition of visual literacy is that the subject is a life process that an individual experiences from conception. The narrator, in his video presentation, is more specific as compared to the book. In the video narration, Kennedy depicts the eyes as a sub mind given instances of imagination. The eye is able to create visual poems, which the brain manipulates to create imaginations. In the book, the author depicts how images are read and shared. The book is shallow in its capture of visual literacy as it defines the processes through imagery and interprets them in text (Ryan, 2012). Kennedy, in the video, is more vivid, describing everything in the human world as images. Visual literacy, according to the presenter, is the ability to connect cognitive functions with memory to derive meaning and understanding. As compared to the textbook, meaning formulation does not have to be in text. Visual literacy is a branch of critical thinking and not a skill, as depicted by the text.

Question Two

The view offered by the video presentation is more accurate in defining visual literacy in modern times. Visual competence is more than what people see, but how we use what we view to learn (Elium, 2012). Everything around an individual is visual ranging from color to graphics. The equilibrium between text and images as depicted by the traditional view of visual literacy has shifted to new dimension of comprehension and expression of graphic ideas (Elium, 2012). The expression process does not entail the use of text only, but also through graphical and technical platforms. Equally, the role played by visual literacy, inhuman life, and education has changed to become more detailed and structured.


Question Three

Visual literacy can be considered a universal language through its wide applicability and similarity in approach across the continents. The critical thinking process in human beings is structured the same way irrespective of race, ethnicity, or background. The process involves collection, analysis, and processing of information as done in visual literacy. The unified manner of thinking makes the literal process applicable as a universal language. In addition, the manner of expression through graphical representations is a unified way of information sharing. Graphical expressions are not constrained by differences in dialect or language (Baker, 2010). Images are not recorded using a specific language. This means that any individual can gain understanding from the expression. The subject’s applicability in all criteria of life and standardized manner of information sharing makes it vital as a universal language as cultures can learn from each other without restrictive barriers.

Question Four

            Visual literacy can improve communication by making the process inter-cultural elevating global comprehension of different cultures, races, ethnicities, and backgrounds. The ability to think, learn, and articulate oneself through imagery is common to every individual hence making communication acquire a wider audience in information sharing (Elium, 2012). In addition, visual literacy can elevate the quality of communication by increasing degrees of understanding as texts and image combine to give information (Elium, 2012). The effectiveness of communication in addressing problems will also be elevated as information is conveyed accurately and used in formulation of responses. In improving cognitive functions, visual literacy improves all elements of communication and global understanding ranging from information transmission, collection, analysis, processing, and comprehension. The graphical form of expression and thinking elevates how an individual processes data meaning people can understand more from each other.





Baker, E. A. (2010). The new literacies: Multiple perspectives on research and practice. New York: Guilford Press.

Eilam, B. (2012). Teaching, learning, and visual literacy: The dual role of visual representation. San Diego, CA. Springer.

Ryan, W. (2012). Visual Literacy: Learning to See. San Diego, CA: Bridge Point Education, Inc. (Chapter1and 2)

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