Visual Literacy From the Perspective of the VTS Method

Abstract

The purpose of this article is to investigate visual literacy from the perspective of the VTS (Visual Thinking Strategies) method. The authors examine the viewpoints of seven American elementary school teachers on visual literacy and its meanings in the context of the VTS method. Data collection was done using a semi-structured questionnaire, which was followed by theory-driven content analysis. The authors emphasize that when supporting holistic development in a teaching context, it is the interconnected nature of aesthetics, growth and the learner’s learning which is more important than developing special skills, like visual literacy. In the teaching context visual literacy and language development should be acknowledged in pedagogy and research.