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Abstract

Students derive meaning from knowledge that is presented to them in various ways. An instructor may present information through different modalities, though direct verbal instruction is the mode most often employed (Beesley & Apthorp, 2010). Research indicates that, when information is constructed through the use of visual representations, students gain deeper and more enduring understanding of the content (Jewitt, 2008; Kress, 1997). This article provides an explanation and definition of nonlinguistic and linguistic visual representations, a review of what research indicates in the integration of them, and examples of the inclusion of concept-based visual representations in a college course that focuses on training pre-service teachers in literacy pedagogy.

Author Biography

Dr. Courtneay Kelly is an assistant professor of in the Language and Literacy Learning program in the Education Department at the University of Lynchburg. Prior to her role at the University of Lynchburg, she was an assistant professor of Elementary Education for four years at Longwood University. She has had over twenty years of teaching experience, having served as an assistant professor of education, an elementary school classroom teacher, a literacy and RtI specialist, and a research assistant.Sheis a “Double ‘Hoo” University of Virginia graduate, having earned both her M.Ed. in Reading Education in 2010 and her Ed.D. in Curriculum & Instruction in 2018. As an undergraduate, she attended Mary Washington College, where she earned her B.A. in English and her PreK-6 teaching licensure. Her research focuses on differentiation through the use of the Universal Design for Learning framework, impactful literacy practices, teacher perceptions of differentiation in literacy, and the development of school-based literacy leaders.

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