This volume contains chapters derived from papers presented at the 3rd Global Conference on Visual Literacies: Exploring Critical Issues held in Oxford, UK, July 14th through the 16th, 2009. The conference brought together a broad range of cultural, artistic and academic participants.

Transnational Perspectives on Democracy, Citizenship, Human Rights, and Peace Education considers ways in which national systems of education could work together, across borders, to determine the meaning and significance of the principles of democracy, human rights and peace education, in ways that are comparative and relational. The contributors and editors (Mary Drinkwater, Fazal Rizvi and Karen Edge) argue that in an era of globalization, collaborative investigations are crucial for developing an understanding of rights, democracy and peace that is transnationally inflected, and through which national systems of education hold each other accountable. The chapters address issues such as citizenship, identity, language, conflict and peace-building, global educational policy, and democratic approaches to policy and education issues of democracy, human rights and peace education through analyses of case studies, research findings and policy initiatives drawn from countries in the global north and south.

The 3 volume-set LNCS 11566, 11567 + 11568 constitutes the refereed proceedings of the Human Computer Interaction thematic area of the 21st International Conference on Human-Computer Interaction, HCII 2019, which took place in Orlando, Florida, USA, in July 2019. A total of 1274 papers and 209 posters have been accepted for publication in the HCII 2019 proceedings from a total of 5029 submissions. The 125 papers included in this HCI 2019 proceedings were organized in topical sections as follows: Part I: design and evaluation methods and tools; redefining the human in HCI; emotional design, Kansei and aesthetics in HCI; and narrative, storytelling, discourse and dialogue. Part II: mobile interaction; facial expressions and emotions recognition; eye-gaze, gesture and motion-based interaction; and interaction in virtual and augmented reality. Part III: design for social challenges; design for culture and entertainment; design for intelligent urban environments; and design and evaluation case studies.

2014 Outstanding Academic Title, Choice "What’s going on in this picture?" With this one question and a carefully chosen work of art, teachers can start their students down a path toward deeper learning and other skills now encouraged by the Common Core State Standards. The Visual Thinking Strategies (VTS) teaching method has been successfully implemented in schools, districts, and cultural institutions nationwide, including bilingual schools in California, West Orange Public Schools in New Jersey, and the San Francisco Museum of Modern Art. It provides for open-ended yet highly structured discussions of visual art, and significantly increases students’ critical thinking, language, and literacy skills along the way. Philip Yenawine, former education director of New York’s Museum of Modern Art and cocreator of the VTS curriculum, writes engagingly about his years of experience with elementary school students in the classroom. He reveals how VTS was developed and demonstrates how teachers are using art—as well as poems, primary documents, and other visual artifacts—to increase a variety of skills, including writing, listening, and speaking, across a range of subjects. The book shows how VTS can be easily and effectively integrated into elementary classroom lessons in just ten hours of a school year to create learner-centered environments where students at all levels are involved in rich, absorbing discussions.

Part of Alice's appeal is her ambiguity, which makes possible a range of interpretations in adapting Lewis Carroll's classic Wonderland stories to various media. Popular re-imaginings of Alice and her topsy-turvy world reveal many ways of eliciting enchantment and shaping make-believe. Late 20th century and 21st century adaptations interact with the source texts and with each other--providing readers with an elaborate fictional universe. This book fully explores today's multi-media journey to Wonderland.

Supported Literacy for Adolescents, written by nationally recognized experts, introduces an innovative and field-tested instructional framework for preparing secondary students to succeed academically in a fast-changing and globally networked world. Filled with examples from science, history, literature, and special education classrooms, the book shows how teachers can enable diverse students, including under-performers, to develop critical thinking and other essential competencies along with the "multi-literacy" tools needed to engage in twenty-first century content learning.

This book focuses on how to effectively integrate the teaching and learning of visual and media literacies in K-12 and higher education. Not only does it address and review the elements and principles of visual design but also identifies, discusses and describes the value of media in learning diverse and challenging content across disciplines. Finally, this book provides a balanced treatment of how visual and media literacies support deep content learning, student engagement, critical thinking, creativity, problem solving, and production.