Print text does not stand alone but interacts with images, sound, graphics, animations, and design features to create “textual” meaning. Text is now used to refer broadly to a range of cultural artifacts — lists, songs, buildings, posters, rituals, paintings, even the routine and practices of the classroom itself — that can be “read” (interpreted) (Seixas, 2001). Even print texts have changed, no longer relying solely on the printed words. “Dedication to print decoding practice will not develop the skills and strategies needed to “read” images, graphics, and hyperlinks” (Doherty, 2002).
“Reading”/viewing requires students to construct meaning by interpreting the parts (images, symbols, conventions, context) that are related to the visual message and to understand not only “what” the text is saying but “how” the text works. Effective viewers must ask themselves:
See also related questions on page 162 of the Secondary Level ELA curriculum guide.
Viewing helps students develop the knowledge and skills to analyze and evaluate visual texts and multimedia texts that use visuals. Viewing helps students acquire information and appreciate ideas and experiences visually conveyed by others. Students need to view widely and critically a range of visual forms including video, film, television, three-dimensional models, dance, graphics, drama, photographs, gestures, and movements. As demonstrated by these examples, some visual forms may also include oral, print, and/or other media texts.