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Diagrams, Timelines, and Tables—Oh, My! Fostering Graphical Literacy
Author(s) -
Roberts Kathryn L.,
Norman Rebecca R.,
Duke Nell K.,
Morsink Paul,
Martin Nicole M.,
Knight Jennifer A.
Publication year - 2013
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1174
Subject(s) - timeline , graphics , computer science , focus (optics) , visual literacy , literacy , mathematics education , psychology , multimedia , pedagogy , computer graphics (images) , physics , archaeology , optics , history
The Common Core State Standards place unprecedented emphasis on visual text—appropriately so, as visual components are increasingly ubiquitous in many kinds of text. This shift in emphasis requires substantial changes in our teaching. Concepts of print need to be expanded to include concepts of graphics, and specific graphical devices, such as diagrams, timelines, and tables, need to become the focus of systematic instruction. This article shares research‐based instructional practices that may support children's development in this increasingly important area.