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49 Viewing Skills

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Viewing Skills Chapter Opener

Start-Up Activity

Project on the screen a recent news story. Ask students what they notice about the article. They will probably talk about the image, the caption, the headline, any pull quotes, and so on. Have them evaluate each of these pieces of information to tell whether they seem fair and balanced.

Then ask students to widen their focus. Likely, the article will be surrounded by ads of all sorts (and sometimes interrupted by ads and pop-ups). What do students notice about these ads? Are they click-bait (irresistible images or headlines meant to get readers to click)? Ask why someone would post these images and words around an article.

Help students understand that all of the visual media that bombard them daily are constructed to get their attention and convince them of something. Students must therefore be very thoughtful in their viewing habits, recognizing solid information from fake news and reasonable images from distorted ones. This chapter will help.

Think About It

“Advertising is the art of convincing people to spend money they don't have for something they don't need.”

—Will Rogers

Page 424 from Write Ahead

Developing Visual Literacy

Just as you want your students to be thoughtful readers and listeners, they need to be thoughtful viewers. Lead them through the tips on this page to help them view actively.

After presenting the information on the page, play a video for your class, asking them to use the strategies to view actively. Then lead a discussion about the video, asking what students noticed about it. Ask them to connect what they noticed to a specific strategy they used to help notice it.

For more on visual literacy, see "Reading Graphics" on page 399.

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Page 425 from Write Ahead

Using Visual Literacy Skills

Just as close reading requires students to think before, during, and after reading, close viewing requires the same attentiveness.

The bullets under "Define the purpose of the image" relate to the communication situation: Who is the sender? What is the message about? Why does the message exist? Who is the intended receiver? What is the context of the image?

After understanding the communication situation, students should closely "Inspect the image" and "Analyze the image." Lead them through the questions they should consider.

Afterward, students should "Evaluate the image," reflecting on what they have learned.

Provide students with an amazing image and ask them to use these visual literacy skills to analyze it. You can find plenty of interesting possibilities at the Library of Congress.

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Page 426 from Write Ahead

Using Online Media

Of course, much of the viewing students do these days occurs online, with articles, videos, GIFs, Instagram picts, emojis, and other rapid-fire media. Because many of these images are unfiltered, students need to take extra care in viewing online, especially when seeking trustworthy information for formal writing assignments.

Lead students through the tips to "Inspect the site" and "Evaluate the site." Then make sure students watch for the "Avoid the site" red flags of untrustworthy information.

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Page 427 from Write Ahead

Viewing the News

In our age of "Fake News" and fake cries of "Fake News," students need to be able to discern which newscasts are trustworthy and which are not.

Lead them through the tips on this page, helping them judge the news that they view.

Then present two accounts of a particular current event, one that comes from a trustworthy source and one that bears all kinds of problems with completeness, correctness, and balance. Ask students to analyze both examples, decide which can be trusted, and find evidence for the reliability (or unreliability) of each. Lead a discussion of what students discover.

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Page 428 from Write Ahead

Viewing Advertisements

Students should develop a healthy skepticism especially about advertisements. They are meant to sell something, and often they resort to unfair tactics to do so. The four selling strategies on this page can help students be wary of how ads are manipulating their thoughts and desires.

Lead your students through these tactics, and then challenge them to search through ads to find an example of one of these sales tactics. Have students share what they found with the class and indicate why the sales tactic should be considered skeptically. Also, encourage students to present ads that use other untrustworthy tactics to sell their products, services, or ideas.

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