Temporal Seeing as Visual Literacy
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| Title: | Temporal Seeing as Visual Literacy |
|---|---|
| Language: | English |
| Authors: | Roger Saul (ORCID |
| Source: | Journal of Literacy Research. 2024 56(2):123-132. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Visual Literacy, Visual Perception, Spatial Ability, Time, Time Factors (Learning), Imagery |
| DOI: | 10.1177/1086296X241244682 |
| ISSN: | 1086-296X 1554-8430 |
| Abstract: | Temporal seeing is a mode of visual perception that interrupts the spatial bias we bring to visual literacy practices. Although an image only captures one moment in time, there are multiple spatioanalytical tools we can use to consider any image. Spatial literacy, which is the practice of analyzing objects through their properties in space, tends to be the default analytical mode for making sense of imagery. For people to bring a commensurate temporal richness to their articulated visual readings, we first highlight the perspectival richness of time and temporality. We next present five precepts that can guide enriched temporal seeing: contextual histories; relational chronologies; internal rhymicity; desequenced and resequenced narrative; and critique and meaning-making. Finally, we suggest that temporal seeing holds a series of educative possibilities for expanding the interpretive frames and perceptual apparatuses of literacy researchers and practitioners. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424326 |
| Database: | ERIC |
| Abstract: | Temporal seeing is a mode of visual perception that interrupts the spatial bias we bring to visual literacy practices. Although an image only captures one moment in time, there are multiple spatioanalytical tools we can use to consider any image. Spatial literacy, which is the practice of analyzing objects through their properties in space, tends to be the default analytical mode for making sense of imagery. For people to bring a commensurate temporal richness to their articulated visual readings, we first highlight the perspectival richness of time and temporality. We next present five precepts that can guide enriched temporal seeing: contextual histories; relational chronologies; internal rhymicity; desequenced and resequenced narrative; and critique and meaning-making. Finally, we suggest that temporal seeing holds a series of educative possibilities for expanding the interpretive frames and perceptual apparatuses of literacy researchers and practitioners. |
|---|---|
| ISSN: | 1086-296X 1554-8430 |
| DOI: | 10.1177/1086296X241244682 |
