Webquest:

Visual literacy in an
image-filled world
To support:
Module L: Comprehending & composing visual texts
10364NAT Certificate III in Spoken & Written English

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Webquest Structure
Introduction
Task
Process
Evaluation
Conclusion
Teacher notes

Introduction
A picture paints a thousand words
You are about to explore visual texts. As you work through this WebQuest you will see and
think about how visual elements (the parts of each picture), are put together to achieve different
effects and responses from the viewer.
Your teacher will arrange the class into groups of three. You will work closely together
throughout the course, and undertake your roles . As you work through the WebQuest, your
worksheet, along with other resources that you collect, will develop a reference resource for you
to complete the creative task.
The WebQuest uses hyperlinks, clickable links, that will take you to the resources you will need
to complete the course. These are underlined, like on your worksheet below.

This button
includes a link to Cambridge Online Dictionary. Use this link to look up word
meanings. Include new words in the glossary on your worksheet.
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There is also a menu button
on each page. Click this link to go back to the menu page.
Apart from the hyperlinks, you can navigate forwards through the Quest by clicking the mouse
or pressing the right arrow on your keyboard. To move back a slide, press the left arrow on your
keyboard.

The Task

The magazine The Big Issue Australia,

would like to update their website with
narrative images that link to some of the
issues they have covered. Their team of
journalists have provided some topics for
stories they are investigating. You will
make a narrative image to support one of
these topics. With your narrative, you are
to include a description of the techniques
and elements you have included in your
work and the effect these have on the
viewer.
To prepare you for the task, you will study
an online course in visual literacy by
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working through this
1. WebQuest.

The Task
You are to create a narrative
image to support an article
for The Big Issues website.
The stories that the journalists
would like narrative images for
include:
The value of family Australia
Migrant work conditions:
Excellent or appalling?
The foundations of the
Australian economy: Exploring
possibilities.
New strategies for affordable
housing
OR you
maynext
likeslide
to suggest a
Roles:
new lead for the journalists.

Background Information: Click on the picture of The Big Issue above to visit
their home page. Below their logo is a task bar, click on About the Big Issue.
Read the yellow box, then scroll down and read the section History. This
provides you with some background information.

Presentation:
Choose how to present your image. It may be
electronic or physical (e.g. on paper). It may include
photographs, drawings, paintings or similar that
either yourself or other people have made.
If you are using images or text from other people,
reference them as we did above.

2.

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The Task

Your Roles
The Image:
Person 1: Text: You will choose what words and how they will be
used with the text (spoken or written, )
Person 2: Image/s: You are responsible for finding and editing
the images to be used in your visual narrative.
Person 3: Composition: You are responsible for bringing the
images and text together to be visually appealing.
You will need to work closely together to create a cohesive design.

The Description:
You will each write one paragraph to contribute to the description,
based on the aspects of design in your role. Include a description of
the techniques used and their effect.

3.

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Process
To prepare you for your task, a visual literacy course has been created for you. Click
on the circles below to move to each topic.

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First: What is a narrative image?

There are two types of narrative images: images that use visual elements to tell a story and images that
depict causal relationships over time (CSWE III curriculum document, p. 44).
Narrative images are visual texts that tell a story. They are also called visual narratives, or visual stories. A
simple way of thinking about the meaning is to separate the complex noun: narrative and image. Put
simply it is a story in a picture.
But we need a broader understanding.
Read: Wikipedia: What is a visual narrative

Now visit the following web pages to see examples of some types of narrative images:
Illustrations Photography
Animated stories
Comics Interactive narratives Causal relationship diagram
Storyboards
Using Google Images, find five of your own examples of narrative images. Write the type of narrative text
in the search bar. Not all the images shown will be narrative images! Choose one that includes written or
spoken text and tells a story. Once you have found your examples, past the title and the URL for each
into the table Examples of visual narratives on your worksheet.

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Why Visual Literacy?

To understand visual texts we need visual literacy: We

need to be able to read and write visual texts.
Language is communication

But communication is not only

To communicate
in English, we
language
need to understand more than
words, and more than written
grammar.
George Lucas, the creator of Star
Wars, explains the importance of
visual literacy well.
Click to watch.

Option: Read this article

The Science of Storytelling
for
information about how narratives affect
our brains.
Activity: In your group, argue your
opinion about the importance of visual
literacy. Record at least five arguments
on your worksheet for or against
learning visual literacy. Present these to
the class at your teachers request.
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7 Artistic Elements

The seven elements of art are important when looking at or creating any visual
texts. They need to be considered during the creative process. They are also
used for analysing and describing visual texts.

Watch a demonstration of the elements in

Kyle Busse.

this visual narrative by

Now watch this YouTube clip for a more detailed explanation.

Option: This YouTube clip
provides a broader discussion and
ways of talking about the elements of art.
Option: For more information about the artistic elements, type
elements of art in a search engine, such as Google, for a written
explanation.
Activity: Complete this crossword

to review the elements. Menu

Elements and Principles of Design

In his blog, Patrick Butler has created two handouts

that divide the aspects of visual texts into tools
(elements) and the use of the tools (principles).
The elements you are familiar with already.

Print the handouts, one for each group

member. They may be a useful reference
when you are creating your visual texts!

Copy these handouts as pictures (right click

with mouse and select copy image) and paste
them into a blank Microsoft Word Document (open
Microsoft Word, right-click on the page and select
the first icon under Paste Options).

Leave a comment below Patricks blog

to thank him for creating the resources.
Start by introducing yourself. You may
also ask him questions about the
elements and principles here.

Make sure you reference the pages. You can

select the reference below, copy and paste it above
or below each handout.

An example: Hi Patrick, our names are

Sue, Sonni and Storm. We are studying
English in Australia and are learning about
visual literacy. We want to thank you for
the handouts you made. They are very
helpful!

Patrick Butler (2012) New and Improved Elements of

Design Icons, Accessed 15th November 2017,
http://splitcomplementary.blogspot.com.au/2012/08/
new-and-improved-elements-and.html

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Perspective is used to create different effects and viewer responses.

1.

Perspective

There are two different ways the term perspective is used in narrative
images.
The first type of perspective we will look at refers to the technique of creating the
appearance of a 3D image on a flat surface. It considers the number of vanishing
points that are created. The most recognised of these are one-point, two-point,
and three-point perspectives.
On the Wikipedia page Perspective (graphical), read the introductory paragraph,
then move down to Types of perspective. Read about one, two, three and zeropoint perspectives.
Option: Watch this YouTube clip Types of Perspective Drawing
Activity: In the boxes under the heading Drawing Perspective on your worksheet
, label the boxes as either one, two or three point perspective.
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2.

Perspective

The second type of perspective refers to the camera angle, or the angle that the viewer looks at
the image from.

OK Gos video clip I wont let you down uses a number of viewing perspectives. As you
watch, consider the different angles used and the effects that are created, or that the angle
allows them to create.
Activity 1: Use the dictionary to find the meaning of birds eye view. Write the meaning in the
glossary table on your worksheet. In your group, discuss what effect/s were created by OK Gos
use of birds eye view in their video.
This type of perspective is also used to show different power relationships. Power imbalance is
created when the viewer is looking up to or down on a subject.
Activity 2: Compare the perspective of these two images:
1. The viewer looks up. Is the viewer or the boy more powerful?
2. The viewer looks down. Is the viewer or the boy more powerful?
3. In your group, discuss: What were the drawing and sculpture created for? Who were they
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created for? What political or social influences led to their creation?

Visual Literacy Vocabulary

Watch this SlideShare presentation by Rachel Linnenlucke.

Activity: Your worksheet includes a glossary table. Use the SlideShare and the
dictionary () to write an explanation of these terms in your glossary: salience,
gaze, offer, demand, symbol, reading path, vector, foreground and background.
Visit The Logo Companys blog to see a chart of logos that use colour
associations. Find two logos that you think are effective. Share them with your
team members, explain why you think they are effective.

Now watch this SlideShare presentation by Cody Reynolds. As you

watch, answer the questions about the visual texts within your group. Use the
SlideShare and the dictionary () to write an explanation of these terms in your
glossary: framing, viewpoints, social distance, and realism (modality).
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1.

Visual Conventions

Photo composition tips: This Youtube video discusses techniques for

photography.
The principles identified also apply to visual texts
generally.

Activity: After watching, record the nine tips on your worksheet.

Activity: Steve McCurry uses a well-known saying at the end of the video: Rules
are. to be broken. Complete the saying on your worksheet.
This saying applies when we consider artistic conventions; what is commonly done.
Artists and graphic designers deliberately challenge conventions in their work to
achieve different effects. Recognising these conventions is the first step to knowing
when the rules have been broken, or challenged. Write a definition for artistic
conventions on your worksheet.
Joining ideas. There is some overlap in the terms used to describe visual texts so far.
Activity:
Play this matching game to join the related words and phrases.
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2.

Visual Conventions

More vocabulary!
This Quizlet, Visual Codes and Conventions by Jazmin Parker offers you the chance to
play.
Click this link and use the study and play buttons below the top menu bar to master the
vocabulary. You should recognise most of these terms, but some of the activities might
not be too easy...

Use the audio function beside the terms too!

Write the explanation of these terms in your glossary: captions, eye-level, layout, logo,
font, text.

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How to use Written Text

in your Visual Text

Visit Janie Klievers blog: It gives advice on how to use text in a visual image
effectively. You will find that some words used are similar to words you are familiar with.
E.g. focal point is similar to salience. Try to understand as much from the context as
possible. Read through it quickly, then re-read the headings.

Add the terms focal point, balance and contrast to your glossary.
Activity: On your worksheet, write the headings and at least one additional piece of
information that explains each tip.

This SlideShare, Visual Texts: Common Questions by Goh Bang Rui, also looks at
the use of text and image. It shows visual texts used for advertising. One important
distinction it makes is between the purpose (what the ad was made to do) and the
message for the reader. Audience and overall effectiveness are also important.

Look up the terms purpose and audience in your dictionary. In your group, decide on a
definition that fits with the visual text slides you just watched. Add the terms
to your glossary.
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Putting it together

Matrix Education have made a reference for analysing visual texts. At the top of the page
they show a
narrative image Family sculpture by John Searles, followed by a list of terms (words) to use to analyse
visual texts.

Read through the list of techniques. Include the word omission in your glossary. The term composition is
used as a synonym for the term framing you learnt in the Quizlet, and framing is used to describe what
Quizlet called camera shots. In your group, choose which term to use for each meaning. You must be
consistent.
Option: For more information on a term used, type it into Google or Wikipedia to read more.
Activity: Once you are confident with the terms, think about which techniques the artist has used.
In your group:
Person 1 reflect on the use of space and shape.
Person 2 reflect on the use of colour and contrast.
Person 3 reflect on positioning and salience.

Family Sculpture
By John Searles

Share your opinions with one another before writing a paragraph each on the elements you considered.
Combine these on your worksheet. Include the reference details of the picture and its webpage, just as you
did for New and Improved Elements of Design Icons (on the slide Elements and Principles of Design).

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The Task

You are now ready to

commence the task!
Click here to return
to the task
description.
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Evaluation
Group
Participation

Course

Narrative
Image

Description

An image/s is and
text are displayed
together.

Some visual elements are

discussed.

Emerging

Work either
Engage with
independently most of the parts of the
time, or rely on one team
WebQuest.
member.

Developing

Work independently and

cooperatively, with some
collaboration.

Well Developed

Cooperation and
Complete all
collaboration evident most essential aspects
of the time.
of the WebQuest.

Text and image/s

are clearly linked
in meaning and
appearance.

All relevant visual elements

and techniques are discussed
and overall effectiveness of
the text is identified.

Exceptional

Collaboration
characterises interaction,
with shared ownership of

Text and image/s

are clearly and
attractively

All relevant visual elements

and techniques are discussed
according to their

Complete most of Image/s and text

the WebQuest.
are combined in
meaning or
visually.

Complete
WebQuest and
extend online

A range of visual elements

and techniques are
discussed.

Conclusion
Congratulations!
You have explored the elements, principles and techniques of visual design and
completed the WebQuest!
You now have the background information to look critically at the visual texts that
you are exposed to everyday, from advertisements and artwork to comic strips
and animations. In your course, you will continue to look at how these visual
elements, techniques and principles are combined to influence and persuade.

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Teacher Notes
This Webquest is designed to
compliment module L
Comprehending and composing
visual texts, in Certificate III in
Spoken and Written English
(CSWE III).
It seeks to build the concepts
and associated vocabulary of
visual literacy, which
complements the requirements
of the module as per the
assessment criteria of Outcome
1.
This WebQuest is intended to be
introduced early in teaching this
module, and to be studied
concurrently with lessons that
more directly address the
assessment criteria of module L.

Time frame: This unit is designed to be taught in five 2-hour lessons.

Groups: Where groups do not divide evenly into groups of three,
include two groups of two. Each pair can share the role of
composition in the task between them.
Groups should be monitored carefully and respectfully, with
intervention to support productive interaction as required
Prior experience: Before commencing this WebQuest, establish
students prior experience with visual literacy. There may well be
artists or graphic designers with a wealth of knowledge to contribute.
Presenting arguments for or against studying visual texts:
The purpose of this activity is to provide an opportunity for students
to argue their point, whether they want to learn about visual literacy
or not. It is very likely, given the support offered within the WebQuest
that these arguments will overwhelmingly be positive, but there may
be opportunity for debate and negotiation here.
The task: The creative materials available are determined by your
context, including yourself and the students. Prompts to suitable
creative resources available are required to be provided as or before
the task is introduced (electronic, online and/or physical). It is
important not to limit students by the mediums presented.
The evaluation: Student and teacher evaluation is encouraged for
each criteria. There is also scope for valuable peer evaluation of the
image and description.

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