Proposal For An Audiovisual Literacy

Abstract

This intervention work proposes an approach to a problem that, as a graduate in
audiovisual production and production and a university professor, I consider to be of the utmost
importance.
The field of image study was always present in my undergraduate academic training, but as I became
more integrated into the world of teaching, I noticed that, although we live with images on a daily basis
and use them all the time in our classes, we do not reflect on their forms of production and how they
may be unconsciously conditioning the messages we try to convey. Thus, in this paper, I dedicated
myself to deepen the need to encourage this type of training and competence in teachers. The
fundamental nucleus of the question lay in the importance of equating the learning of visual codes to
the same level that we grant in education to verbal decoding, that is, literacy in reading and writing.
For this specific situation, we came up with the term “visual literacy”.
Is it possible to become literate in the artistic and sensory field? Can you teach to read an image? In
order to propose a possible approach to these questions, an intervention project was designed to be
worked on by the teachers for secondary and higher education of the Universidad Abierta
Interamericana, Rosario Regional Headquarters with the extension of data collection through
interviews with teachers of the specificity.