Graphicacy as a form of communication

Wilmot, Pamela Dianne (1999) Graphicacy as a form of communication. South African Geographical Journal, 81 (2). pp. 91-95. ISSN 0373-6245




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).

Item Type:Article
Uncontrolled Keywords:geography education; teaching; communication; graphic communication; Curriculum Framework for General and Further Education and Training; graphic literacy; spatial information; graphicacy; Curriculum 2005; South Africa
Subjects:Y Unknown > Subjects to be assigned
Divisions:Faculty > Faculty of Education > Education
ID Code:548
Deposited On:02 Mar 2007
Last Modified:01 Aug 2012 13:18
651 full-text download(s) since 02 Mar 2007
202 full-text download(s) in the past 12 months
More statistics...

Repository Staff Only: item control page