The Sixteenth International Conference on Books, Publishing & Libraries

Abstract

This study explores the ways in which learning is improved through the use of visual arts, specifically, the use of visual notetaking. Visual notetaking can be described as the process of representing text in a visual manner. This study explores the question, “How does visual notetaking affect literacy learning?” The sample for this study consists of fourteen teacher candidates enrolled in the course, “Integrating Aesthetic Experiences into Teaching and Learning,” during the spring 2018 semester. Teacher candidates in this course are enrolled in the first phase of the Elementary Education Program at a mid-Atlantic university and are juniors and seniors. During the spring 2018 semester, teacher candidates will be asked to use a form of visual notetaking. Teacher candidates will write and reflect on the arts integrated lessons that they teach. These will be collected and analyzed. Data collection will consist of two samples of teacher candidate visual notes collected, one at the beginning of the semester, and one at the end of the semester. The samples will include two photos of visual notes. Candidates will also respond in writing to the question, “How do visual arts affect your learning?” in an anonymous format, on Google Forms. Three candidates will be invited to participate in a one-half-hour interview with the co-investigator, who is not the instructor of the course. The researchers will analyze the results and present the findings.