Definition[ edit ] Although discussions of multimodality involve medium and mode, these two terms are not synonymous. Gunther Kress's scholarship on multimodality is canonical in writing studiesand he defines mode in two ways. Image, writing, layout, speech, moving images are examples of different modes. Graphic resources can be broken down into font size, type, etc.
If you have to enlarge a sheet to A3, try to make the page smaller by cutting down the margins. Keep it clutter free. Printing lots of text or busy backgrounds can be very distracting. Use a sans serif font where letters are clearly separated from each other. Arial is a good example.
Make it bold and it is even Visual literacy. Put good spaces between text and diagrams as well.
Bold, sharp print provides good contrast. When enlarging print copies, try to achieve clear, non-blurry copies. For handwritten tasks, using bold-lined paper, with varying amounts of space between the lines, may be helpful. The student may prefer to use pencils and pens with larger points and darker lead and ink.
How easy is it to distinguish the separate elements of the picture? Do the key points of the picture stand out sufficiently? Is there unnecessary clutter in the image? Are lines bold and sufficiently contrasted to make them as clear as possible?
Children may be sensitive about being given different worksheets or equipment, as it makes them stand out from the group. To avoid this you can: Give the whole class the same size sheet and text.
Give both copies to the pupil —the standard sheet and the differentiated or adapted copy. Computers and laptops are a good means of access and recording notes for VI pupils.
Pupils with visual impairments often need much more time to read worksheets and complete tasks than their peers. Beginning braille readers cannot easily skim read and may take up to three times as long as other students to read a text.
If a large volume of reading is required, consider reading the material to the student, or obtain it in audio format. Encourage quality over quantity for written work for pupils with visual impairment. Braille users typically complete their written assignments using a brailler or braillenote.
This may take longer than handwriting. Importance of Tangible Materials Use tactile, concrete, and real life material as much as possible.
This provides opportunities for kinaesthetic and tactile learning. Flowchart for Adapting Materials When approaching a worksheet, it may be helpful to use the tool below to write down the following steps: Title of worksheet or activity Learning objective: Define what the child needs to know.
What is the outcome or concept being taught? Which parts of the task does the child need to complete in order to achieve the desired outcome? Is there any possible reduction in the task size? How will access to each task be enabled for the individual?
List each task and describe how access will be provided.Thanks to Louise Brookes @lobroo on Twitter for providing this collection of stunning images. Tuesday, November 20, News Feed Comments.
Rebecca Moore Howard. Writing Matters. The majority of work featured on this blog isn't mine. They are examples of infographic design and visual journalism drawn from all over that I consider to be good*.
What is Visual Literacy? The basic definition of visual literacy is the ability to read, write and create visual images. It is a concept that relates to art and design but it also has much wider applications.
Definition of visual literacy.: the ability to recognize and understand ideas conveyed through visible actions or images (such as pictures). Literacy includes recognizing objects, pictures, or other symbols, and using them to communicate.
Making choices, anticipating events, following simple recipes, creating or "reading" lists, and other forms of self-expression are all part of functional literacy.