- Title
- Investigating visual literacy development through advertisements: a case of Grade 7 English Language Teaching in Mount Frere District, Eastern Cape
- Creator
- Mbuqe, Zolile Patrick
- Subject
- Visual literacy
- Subject
- English language -- Study and teaching -- Audio-visual aids
- Subject
- Second language acquisition -- South Africa
- Subject
- English language -- Study and teaching -- Activity programs
- Subject
- Advertising -- Study and teaching
- Subject
- Visual learning
- Subject
- English language -- Study and teaching -- South Africa
- Date Issued
- 2020
- Date
- 2020
- Type
- text
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10962/143458
- Identifier
- vital:38248
- Description
- Although the Curriculum and Assessment Policy Statement lists visual literacy as one of the aspects of English First Additional Language in Grades 4-12, many teachers face challenges in teaching it. This study aimed to investigate visual literacy development through advertisements. Drawing on Cultural Historical Activity Theory, this qualitative intervention designed two research phases in which data was collected and analysed. The first phase, a pre-intervention, included lesson observation, analysis of documents and post-lesson semi-structured interviews. Based on Phase One findings and using advertisements as an entry point in developing visual literacy, Phase Two occurred at a change laboratory workshop and engaged eight teachers with the dynamics of meaning making and teaching. This data was analysed using elements of social semiotics and Serafini’s resource practices. The key findings are that despite low visual literacy understanding and practices, rigorous formative intervention indicated advancement in teachers’ understanding of visual literacy. In addition, through this intervention, teachers developed agency in dealing with schooling adversities such as lack of resources and knowledge hence further formative intervention research in visual literacy is recommended for both EFAL subject advisors and teachers.
- Format
- 246 pages
- Format
- Publisher
- Rhodes University
- Publisher
- Faculty of Humanities, Institute for the Study of English in Africa
- Language
- English
- Rights
- Mbuqe, Zolile Patrick
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | MBUQE-MED-TR20-226.pdf | 4 MB | Adobe Acrobat PDF | View Details Download |