[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602912-105":59,"doc-detail-602912-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","developing-visual-literacy-skills-in-teacher-education-different-ways-of-looking-at-visual-images","Developing Visual Literacy Skills in Teacher Education - Different Ways of Looking at Visual Images","","This article investigates how different ways of looking support classroom and visual art teachers in analyzing meanings attributed to visual images, strengthening their visual literacy skills. Using a holistic multiple-case sampling design within a case study framework, 508 teachers in a teacher-training workshop on visual culture theory were examined. Data from worksheets, artistic drawings, and participant diaries were inductively analyzed and organized into three themes: analyzing visual elements, approaching the visual contextually, and assessing contributions of visual experience.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-visual-literacy-skills-in-teacher-education-different-ways-of-looking-at-visual-images/602912/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-visual-literacy-skills-in-teacher-education-different-ways-of-looking-at-visual-images/602912.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding teachers and visual images?","Question",{"text":112,"@type":113},"The study examines how different ways of looking help classroom and visual art teachers analyze the meanings attributed to visual images, thereby improving their visual literacy skills.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and analyzed?",{"text":117,"@type":113},"A holistic multiple-case sampling approach was used within a case study method. Data were collected through worksheets, artistic drawings, and participant diaries, then analyzed inductively.",{"name":119,"@type":110,"acceptedAnswer":120},"What themes emerged from the teachers' analysis of visual images?",{"text":121,"@type":113},"The findings were presented in three themes: analyzing visual elements, approaching the visual contextually, and determining the contributions of visual experience.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602912,1792303198,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Developing Visual Literacy Skills in Teacher Education: Different ways of looking atthe visual images  \nVedat ÖZSOY1  \nTOBB University of Economics and Technology  \nSevcan SARİBAŞ2  \nAnadolu University  \nAbstract  \nThis article attempts to use different ways of looking that help classroom and visual art teachers analyze the meanings attributed to visual images, thereby enhancing their visual literacy skills. In the study, holistic multiple-case sampling was employed in the context of case study method as each group of teachers was individually considered as an analysis unit and their analysis of visual images through different ways of looking was evaluated in a holistic way. The participants of the study comprised of a total of 508 teachers who attended teacher training workshop of the Project titled ‘The Implementation of Visual Culture Theory on Primary and Secondary Visual Arts Courses.’ The data were collected with worksheets, artistic drawings and participant diaries and analyzed inductively. The data were presented in three themes: analyzing visual elements, approaching the visual contextually, and determining the contributions of visual experience. The results denoted that classroom and visual arts teachers interacted with images through a series of questions related to different ways of looking at visual images, questioned visual representations, artistic components and sub-meanings and created various meanings in terms of social, economic, psychological and cultural contexts, thereby increasing their visual literacy skills.  \nKeywords: Visual Culture, Visual Literacy, Teacher Education, Visual Art Education  \nDOI: 10.29329/epasr.2020.373.5  \n1Prof. Dr., Faculty of Architecture and Design, TOBB University of Economics and Technology, Ankara, Turkey, ORCID: 0000-0003-0483-1445  \n[Correspondence](Correspondence: vozsoy@etu.edu.tr)[: vozsoy@etu.edu.tr](Correspondence: vozsoy@etu.edu.tr)  \n2 Dr.,Education Faculty, Anadolu University, Eskişehir, Turkey, ORCID: 0000-0002-0608-4888, Email: [sevcantuncalp@anadolu.edu.tr](sevcantuncalp@anadolu.edu.tr)  \nIntroduction  \nWith globalization and the rapid pace of technology advancements, we live in an age in which information is digital, participatory, immediately manipulable and visual. Being sometimes transparent and sometimes serving different purposes, the visuals that we often come across in private or public spaces surround our environment through different forms (auditory, visual, discursive) and various mass communication channels (TV, internet, advertisement, film, poster, video, magazine, etc.) . Visual arts education gives students the opportunity to play with these visual structures. For example, students constantly produce new visual formats by taking photos, creating videos or sending messages such as stickers, gifs and emoji to others (Grushka, et all, 2021) . The practice of visual arts education centers upon objects, ideas, beliefs, and learning activities that create the visual experience; such an effort shapes students’ thinking about the world and enables them to create new meanings through visual forms (Freedman, 2003) . As noted by Stewart (2014), students attend to expressive properties of imagery through art, explain the ways in which they respond to objects in a variety of contexts, and analyze the impact of or cultural associations prompted by specific images.  \nIn the last two decades, many art educators in the field of art education have aimed to develop students' critical skills towards visual images, under the name of visual culture studies (Dilli, 2013; Dilli, Mamur & Alakuş, 2016; Etherington, 2018; Karagöz, 2020; Kwon, 2020; Lai & Cooper, 2016; Mamur, 2012; Riedler, 2016; Saribaş, 2019) . For this purpose, the educators included many subjects dealing with comics as popular culture elements, cartoon analysis, the effect of fashion on personal identity and visual culture perceptions regarding gender roles in their lectures. However, the need for critic","cbCaiiEZpmo0mHCF","https://ap.wps.com/l/cbCaiiEZpmo0mHCF","pdf",384170,22,"English","# Abstract\n# Introduction\n## Visual culture studies and visual-based education","[{\"question\":\"What does the study focus on regarding teachers and visual images?\",\"answer\":\"The study examines how different ways of looking help classroom and visual art teachers analyze the meanings attributed to visual images, thereby improving their visual literacy skills.\"},{\"question\":\"How was the research conducted and analyzed?\",\"answer\":\"A holistic multiple-case sampling approach was used within a case study method. Data were collected through worksheets, artistic drawings, and participant diaries, then analyzed inductively.\"},{\"question\":\"What themes emerged from the teachers' analysis of visual images?\",\"answer\":\"The findings were presented in three themes: analyzing visual elements, approaching the visual contextually, and determining the contributions of visual experience.\"}]","Developing Visual Literacy Skills in Teacher Education - Different Ways of Looking at Visual Images | PDF",1792095438,55]