Graphicacy as a form of communication

Wilmot, P Dianne

Title: Graphicacy as a form of communication
Creator: Wilmot, P Dianne
Date: 1999
Type: Article
Identifier: vital:6091
Identifier: http://hdl.handle.net/10962/d1008613
Description: Children of today inhabit a multi-dimensional world and in order to communicate effectively in it they need the ability to utilise four forms of communication namely, oracy, literacy, numeracy and graphicacy. Communicating in graphic form requires an ability to both encode and decode spatial information using symbols which requires the utilisation and application of spatial perceptual skills and concepts. The draft Curriculum Framework for General and Further Education and Training identifies graphic literacy as one of the critical outcomes of the new South African curriculum. Spatial information about the environment is most frequently communicated in the graphic mode. Yet if graphicacy is to be recognised as an essential mode of communication and, as such, a vital element in education, then we need to seek ways of developing and introducing an explicit and critical pedagogy in our schools to foster the development of graphic and critical graphic literacy. But first, the skills and concepts integral to graphicacy need to be identified and understood. This article provides a framework for thinking about graphicacy as a form of communication in the General Education and Training (GET) band, the compulsory component of South African education (Grades 1-9).
Format: 5 pages, pdf
Language: English
Relation: Wilmot, Pamela Dianne (1999) Graphicacy as a form of communication. South African Geographical Journal, 81 (2). pp. 91-95. ISSN 0373-6245. Available: http://0-www.tandfonline.com.wam.seals.ac.za/doi/pdf/10.1080/03736245.1999.9713668

Hits: 366
Visitors: 790
Downloads: 538

Collections

Wilmot, Di (Prof)

RU Department of Education

SDG 04. Quality Education

		Thumbnail	File	Description	Size	Format
View Details			SOURCEPDF	PDF	561 KB	Adobe Acrobat PDF	View Details