Running head: FINAL REFLECTION

Final Reflection
MEDT 7490 Visual and Media Literacy for Teaching and Learning
Connie L. Hinely
connie.hinely@gmail.com
University of West Georgia
July 19, 2016

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Introduction
When I registered to take MEDT 7490, Visual and Media Literacy for Teaching and
Learning, I was not certain what to expect. Based on the objectives of the course, I realized that
the semester would be filled with challenging, yet rewarding projects. I would be developing
awareness of the roles and applications of visual and media literacy in ways that would benefit
the education process. I would learn how to operate different technologies in order to be a more
qualified educator. Educational materials and products would be produced in areas that were
chosen by me. Tools and resources would be integrated into the classroom so that all learners
needs would be met. Finally, safe, legal and ethical practices for taking, sharing, using and citing
digital resources would be learned.
Reflection
The projects quickly gave me the opportunity to dive into the informative texts by Frey
and Fisher (2008) and Golombisky and Hagen (2013). It was recommended to purchase the texts
early because they would be used the first week of instruction. This definitely happened. The
texts were easy to read, informative and provided information that would easily be applied in the
classroom. These are texts that I will keep in my collection as opposed to reselling. I will also
share the ideas with peers and students in the future.
When given the opportunity to learn about the elements and principles of design, I began
to look at all things differently. For example, while walking through the grocery store, I would
observe the colors, lines, proximity and closure. I began to see the world with a new set of eyes
that were enlightened. It was a refreshing first assignment. I truly believe that many students
struggle with expression. If students are given the opportunity to take pictures, reflect on those

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pictures and then create a digital product that explains their thought process, they would be
excited and engaged in the learning process. They may even be inclined to take it a step further
and write about their photos. This would be a huge step for many students who struggle with
written expression.
As we continued to learn about elements and principles of design, we were given photos
that were not familiar to us. This assignment required us to create a story based on these images.
It was very interesting to read other stories written by peers, who had the same photo sequence.
Our stories had similarities, but also contained detailed differences. This is definitely an activity I
will give my students during the first few weeks of school as we discuss visual literacy. The
additional lessons regarding photo sequences were slightly different, but gave great ideas on how
we could take these visual literacy lessons back into our classrooms.
As we moved into creating our own digital educational materials, I struggled slightly with
this. I am grateful that I was pushed out of my comfort zone and asked to create a comic strip.
After hours and hours of experimenting with different programs, I was able to become
comfortable with one program. I will continue to try new programs for these digital creations
because I would love my students to be able to utilize this tool as an authentic assessment. I
continue to play with these programs during down time. It was great to be able to work with a
partner on this activity, along with the infographic assignment. We shared ideas and worked
together to get through the challenges. Collaborative learning is what we expect of our students.
This was expected in this course also.
The remaining assignments were very beneficial because they are lessons that are ready
to take right back into the classroom. I enjoyed re-designing old, boring lessons based on the
dual coding theory. I also liked working with a peer in my home school to create ideas that will

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be helpful to many students. This assignment was challenging to me because I wanted to be

certain that I was giving my client everything she desired. After a few meetings, we decided that
the lessons are a work in progress. She is very interested in learning the new tools we have
learned this semester. We will start out by introducing a few digital tools at a time and add as the
year progresses. I am very excited about teaching peers and students how to create products that
are exciting. More than that, these lessons will encourage twenty-first century skills, which are
so important to our digital natives.
Visual literacy and media definitely has its place in the classroom. Actually, it has been
in many classrooms for some time. I now feel better equipped and prepared to use these tools
efficiently. I am certain that I will be able to take many of these lessons straight to the classroom
for implementation. The students will be excited and ready to share their knowledge using digital
tools and products.
Prior to taking this course, I knew that images and visuals were important in learning.
However, I had no idea how much I did not know about visual aids that I was using. When asked
to research about copyright and fair use in education, I was amazed at the regulations. I learned a
great deal about how we are allowed to use certain images and for what purposes we should use
those images. I also now understand that I need to be more careful when introducing these
projects to students so they are aware of the copyright laws. I will be certain to share the
information with the students about Richard Prince and how he has capitalized on Instagram
images. This was shocking to me.
When conducting the review on literature, I was astounded to discover how many schools
have been using photos and images to assist with reading and writing. This research has given
me insight to what can be done in my lab when students struggle to get their writing on paper.

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The research overwhelmingly supported the use of visual literacy in aiding writing. Students
were more engaged and excited about writing, which is often half of the battle.
The most challenging issue about this course for me was the use of the virtual reality
platform. The more I have spent time using Second Life, the more comfortable I feel. However, I
felt very inadequate at the first meeting. I know that the students would absolutely love this type
of activity, so I must continue to push myself out of my comfort zone. Changes are beneficial,
just not always easy.
One suggestion I have for this course is to possibly try to have students take it prior to
taking the Instructional Technology GACE exam. I was scheduled to take the GACE the first
week of June, prior to having any of the information learned in MEDT 7490. A great deal of the
information that I learned in this course would have been beneficial for the GACE. The
information is relevant and easy to take straight back to the classroom. Otherwise, I have
thoroughly enjoyed my experience in this course. Feedback was timely and detailed.
Communication was always available via email or discussion boards. I would highly recommend
it to any student asking my advice.
Conclusion
My final reflection on MEDT 7490 Visual and Media Literacy for Teaching and
Learning is that I have gained a great deal of knowledge in this course. Not only have I gained
knowledge, it is information that I can take straight back to use in the classroom. Products and
lessons have been designed and created that I can use and share with my peers and students. I
feel very fortunate to have learned about the dual coding and multimedia theory, the elements

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and principles of design and the different digital products that are easily used in the classroom.
This has been a very rewarding experience.

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References
Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels,
anime, cartoons, and more to develop comprehension and thinking skills. Thousand
Oaks, CA: Corwin Press.
Golombisky, K., & Hagen R. (2013). White space is not your enemy: A beginners guide to
communicating visually through graphic, web & multimedia design. Boston, MA: Focal
Press.
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