To “read” and “write” pictures in early childhood: multimodal visual literacy through Israeli children’s digital photography

Abstract

The article investigates the ability of preschool children to “read” a photograph (lend it meaning) and to “write” it (to create digital photographs individually or in a group). The premise is that these literacy skills are mutually reinforcing and inseparable. The study uses a population of children aged three to four who attend a preschool that bases an entire program on digital photography for the purpose of encouraging multimodal literacy and the conscious integration of verbal and visual literacy. It is found that young children who study with and about digital photographs improve their ability to perceive details and broaden their linguistic parameters considerably, including vocabulary, use of complex sentences, asking questions, and telling stories about pictures. As for the acquisition of visual literacy skills, the findings show that this kind of learning encourages decision-making in choosing contents and designing photographs. It also encourages verbal reflection about self-taken pictures. The study demonstrates the need to apply an integrated approach to literacy and to make the requisite changes from early childhood on.

Keywords:

• Visual literacy
• verbal literacy
• multimodal literacy
• early-childhood photography
• photo-based curriculum