Visual Literacy Framework for Animation Movies

Abstract

Images pervade our daily lives (García-Sánchez, Sánchez, and Isla 2015; Kędra, 2018). Nevertheless, students often lack the skills necessary to move beyond passive receivers of visual messages, and visual literacy programs are not a priority within the educational system (Lundy and Stephens 2015). As visual images become more and more the predominant form of communication. we address the issues mentioned above by presenting a visual literacy framework for educators that can be used in the evaluation and development of literacy intervention programs. However, for this propose, we have centred on animation movies, because animation films are engaging (Mallinger and Rossy 2003; Thurn 2016). An extensive review was performed on visual literacy literature of the last ten years. As a result, we offer some guidelines for teaching multimodal literacy in the context of class. Although students live in a visual world, they tend to show a low level of visual literacy and critical thinking. In this sense, animation movies have a specific language, which creates particular visual messages, and leads to the use of cinematography techniques, images and sounds to tell a story. Thus, we conclude and argue that visual literacy awareness significantly improves when we master a specific vocabulary. Our findings led us to outline a more precise method for teaching and improving our training in visual literacy and critical thinking skills. It is crucial to create and implement a curriculum to improve visual literacy. Visuals allow us to assess new levels of learning experiences, which enriches our real understanding.