WEEK 9 READINGS Viewing-involves ways of seeing and (Arthur, McArdle & Papic, ZAfi,P.4). interpreting everyday events, objects and people Visual literacy - the abilify to interpret and communicate with respect to visual symbols in media other than print (Machado, 2013, p. 153). Critical literacy - ir * approach to literacy that involves analysing and questioning texts to reveal (or at least think about) the possible beliefs and values behind the surface meanings, and to trnderstand how a reader can be influenced and affected (Fellowes & Oakley,2014,p. s35). 'Translating visual codes into meaningful language'is an essential component of emergent literacy lwhitehurst & Lonigan, 1998, p. 8a9). From an emergent literacy's perspective as we leamed in Week 4, the visua-i experienCe is closely related to children's understanding of their world, an important part of acquiring language-from viewing pictures to recognising written words: from scribble to drawing to writing. In the AC, it states: 'Literacy involves students listening to, reading, viewing, speaking, writing and creating oral, piirrt, visual and digital texts, and using and modi$ing language for differJnt purposes itr u turg" of contexts' (ACARA, 2011). In early childhood centres, educators ari required to 'lrovide resources that encourage children to experiment with images and print" (DEEWR, 2AA9,p.42). Both the EYLF and AC state that children should explore arunge of texts. In terms of visuai literacy learning and teaching, teachers should introduce images, both still and moving, such AS: . advertisements . cartoons . charts/graphs/tables/maps . DVDs/slideshows/movies r graphic novels/magazineslcomic books . icons . multimodal texts . photoslvideos . signs. okshelf.v .com/# 780 I llcftl5 tt4t4n wEEts 10 REAPINGS ICT in Australian early childhood education Watch the following video: Ellen introduces kids to the technology of yesterday (2014) http:llbit'lylXMwzL read pages 534-555