{"id":91,"date":"2018-05-09T12:32:51","date_gmt":"2018-05-09T16:32:51","guid":{"rendered":"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/?post_type=chapter&#038;p=91"},"modified":"2019-06-17T12:09:10","modified_gmt":"2019-06-17T16:09:10","slug":"public-education-image-analysis","status":"publish","type":"chapter","link":"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/public-education-image-analysis\/","title":{"raw":"Public Education-Style Image Analysis","rendered":"Public Education-Style Image Analysis"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3 itemprop=\"educationalUse\">Public Education-Style Image Analysis as a DHSS Assignment<\/h3>\r\n<p class=\"no-indent\">Featuring work from <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/our-project\/#juan\">Juan Pablo Pinto Mendoza<\/a>'s exhibit\u00a0<span>\u201c<\/span><a href=\"https:\/\/scalar.library.yorku.ca\/popular-education-in-revolutionary-times-nic\/index\" target=\"_blank\" rel=\"noopener\">Popular Education in Revolutionary Times: Reflecting on Nicaragua\u2019s popular education program in the 1980s<\/a><span>\u201d<\/span><\/p>\r\n\r\n<\/div>\r\n\r\n[caption id=\"\" align=\"alignright\" width=\"237\"]<img src=\"https:\/\/sites.google.com\/site\/cepehrg\/_\/rsrc\/1360850284164\/popular-education\/Bob%20Hale%20-%20The%20Spiral%20Model.gif\" width=\"237\" height=\"180\" class=\"\" \/> Spiral Model of Popular Education. From the Bob Hale Youth College for Social Justice: Participants' Handbook.[\/caption]\r\n<p class=\"no-indent\">Based on <a href=\"https:\/\/en.wikipedia.org\/wiki\/Paulo_Freire\">Paulo Freire<\/a>'s popular education pedagogy, Popular Education-Style Image Analysis invites the student to reflect on self and society in a way that can lead to a critical consciousness and action.<\/p>\r\n<p class=\"no-indent\">Similar to, yet different from, the\u00a0<a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/historical-image-analysis\/\">Historical Image Analysis<\/a> approach familiar to many historians, the Popular Education-Style Image Analysis can be incorporated into Social Sciences courses as a way to connect theory to action and develop students'\u00a0digital and visual literacy skills.<\/p>\r\n\r\n<div class=\"textbox learning-objectives\">\r\n<div class=\"textbox examples\">\r\n<h3 itemprop=\"educationalUse\">Summary<\/h3>\r\n<strong>Description:<\/strong>\r\n<ul>\r\n \t<li class=\"\">The examination of images using Paulo Freire's popular education method<\/li>\r\n<\/ul>\r\n<strong>Possible tools\/technologies:<\/strong>\r\n<ul>\r\n \t<li>Scalar<\/li>\r\n \t<li>Omeka<\/li>\r\n \t<li>Flickr<\/li>\r\n \t<li>PowerPoint<\/li>\r\n \t<li>Prezi<\/li>\r\n \t<li>Instagram<\/li>\r\n<\/ul>\r\n<strong>Elements of Process:<\/strong>\r\n<ul>\r\n \t<li class=\"\">Identify photographs<\/li>\r\n \t<li>View the photograph and answer specific questions about their content and context<\/li>\r\n \t<li>Put ideas together to identify routes for possible social and\/or political action based on one\u2019s analysis<\/li>\r\n \t<li>Present the analysis<\/li>\r\n<\/ul>\r\n<strong>Size of assignment:<\/strong>\r\n<ul>\r\n \t<li class=\"\">Small to Medium<\/li>\r\n<\/ul>\r\n<strong>Difficulty:<\/strong>\r\n<ul>\r\n \t<li class=\"\">Low to Moderate<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<p class=\"no-indent\">In 1968, <a href=\"https:\/\/en.wikipedia.org\/wiki\/Paulo_Freire\">Paulo Freire<\/a> published <a href=\"https:\/\/en.wikipedia.org\/wiki\/Pedagogy_of_the_Oppressed\"><em>Pedagogy of the Oppressed<\/em><\/a>, a key text outlining his\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Popular_education#Latin_America\">popular education<\/a> program designed to\u00a0teach illiterate Brazilian farmers how to read.\u00a0Given that literacy was a requirement for voting in Brazil, teaching literacy had the possibility of significantly shifting political power and so popular education\u00a0was not just about literacy but about significantly transforming the world.<\/p>\r\n<p class=\"no-indent\"><span>Based on Freire's work,\u00a0<\/span>Professor Emerita <a href=\"http:\/\/www.deborahbarndt.com\/site\/\">Deborah Barndt<\/a>\u00a0from York University worked in\u00a0<span>Nicaragua\u2019s Adult\/Popular Education program in the 1980s. In 2017, she\u00a0donated many of her papers to York's\u00a0Centre for Research on Latin America and the Caribbean (<a target=\"_blank\" href=\"http:\/\/cerlac.info.yorku.ca\/\" rel=\"noopener\">CERLAC<\/a>) for digitization.\u00a0<\/span>Project member <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/our-project\/#juan\">Juan Pablo Pinto Mendoza<\/a> worked with her on <a href=\"https:\/\/scalar.library.yorku.ca\/popular-education-in-revolutionary-times-nic\/about\">developing an online archive<\/a>, which holds <a href=\"https:\/\/scalar.library.yorku.ca\/popular-education-in-revolutionary-times-nic\/the-archive?path=to-popular-education\">papers and photographs<\/a> from this time.<\/p>\r\n<p class=\"no-indent\">In the process of working with these materials and learning about Popular Education, Juan Pablo wanted to bring a Popular Education analysis to his exhibit. He drew on\u00a0Dr. Barndt's experience with Popular Education to develop <a href=\"https:\/\/scalar.library.yorku.ca\/popular-education-in-revolutionary-times-nic\/image-analysis\">an image analysis method<\/a>\u00a0he applied to multiple photographs.<\/p>\r\n<p class=\"no-indent\"><strong>Juan Pablo's analysis\u00a0involved asking one's self about:\u00a0<\/strong><\/p>\r\n\r\n\r\n[caption id=\"attachment_1035\" align=\"alignright\" width=\"300\"]<a href=\"https:\/\/scalar.library.yorku.ca\/popular-education-in-revolutionary-times-nic\/at-first-glance-this-image-seems-to-present-two-people-holding-a-camera-however-within-the-context?path=image-analysis-exercise\"><img src=\"http:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-content\/uploads\/sites\/31\/2018\/05\/Photo-teacher-300x203.jpg\" alt=\"\" width=\"300\" height=\"203\" class=\"size-medium wp-image-1035\" \/><\/a> Photograph by Deborah Barndt. Annotation by Juan Pablo Pinto Mendoza.[\/caption]\r\n\r\n<div class=\"paragraph_wrapper\">\r\n<ul>\r\n \t<li class=\"body_copy\"><strong>Description:<\/strong>\u00a0What did you see, hear, or feel in their stories? What do you think is happening? Tell how you feel about it?<\/li>\r\n \t<li class=\"body_copy\"><strong>Personal Association:<\/strong>\u00a0Have you ever had an experience like that? Can you identify with the problem presented?<\/li>\r\n \t<li class=\"body_copy\"><strong>Social Relationship:<\/strong>\u00a0How is your experience similar to the experience of others? How is it different? Do you see problems that other people also have?<\/li>\r\n \t<li class=\"body_copy\"><strong>Analysis:<\/strong>\u00a0Why does this problem exist? What happens because of it? How does it relate to other problems?<\/li>\r\n \t<li class=\"body_copy\"><strong>Action:<\/strong>\u00a0What resources (person, group, or community) could help solve this problem in the short and\/or the long run?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<p class=\"no-indent\">Juan Pablo then <a href=\"https:\/\/scalar.library.yorku.ca\/popular-education-in-revolutionary-times-nic\/image-analysis-exercise\">engaged in the analysis<\/a> of one photograph from Dr. Barndt's collection. This style of analysis allowed for a deeper, more personal, and more political exploration of the image and the context of its creation and (re)presentation.<\/p>\r\n<p class=\"no-indent\">In the Assignment Guide for <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/historical-image-analysis\/\">Historical Image Analysis<\/a>, I identified that\u00a0you can find image analysis worksheets online from several sources. However,\u00a0<strong>\"Popular Education\" Image Analysis invites the viewer to reflect on self and society in a way that can lead to a critical consciousness and action in ways that standard Historical Image Analysis does not.\u00a0<\/strong><\/p>\r\n<p class=\"no-indent\">I also identified in the Assignment Guide for <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/historical-image-analysis\/\">Historical Image Analysis<\/a>\u00a0that one of the strengths of engaging in <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/historical-image-analysis\/#HPA\">historical photo analysis<\/a> with DHSS is that many of the images were not created digitally and thus having the digital historical images available to us on a laptop, phone, or tablet, <a href=\"https:\/\/creativecommons.org\/\">available<\/a> to be \"remixed\" and creatively transformed, is where the meaning making potential lays.<\/p>\r\n<p class=\"no-indent\"><strong>Juan Pablo's analysis from a public education point of view, as well as a view from a filmmaker, highlights personal reflection, as well as the development of <a href=\"https:\/\/www.edweek.org\/ew\/articles\/2016\/11\/09\/what-is-digital-literacy.html\">digital literacy<\/a> by looking at images' visual rhetoric.<\/strong> To explore this more, I recommend Purdue <a href=\"https:\/\/owl.english.purdue.edu\/\">Online Writing Lab<\/a> (OWL)'s <a href=\"https:\/\/owl.english.purdue.edu\/media\/ppt\/20080316011354_729.ppt\">Visual Rhetoric<\/a> PowerPoint video created by Karl Stolley and Allen Brizee (a PPT file will download and open), as well as this\u00a0<a href=\"https:\/\/www.slideshare.net\/lmharaway\/visual-analysis-for-composition\">Visual Analysis<\/a> slide deck developed from the composition textbook <em>Frames of Mind<\/em>.<\/p>\r\n<p class=\"no-indent\">The presentation of Juan Pablo's <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/public-education-image-analysis\/\">Popular Education analysis<\/a>, like Denise's <a href=\"https:\/\/scalar.library.yorku.ca\/caribana\/document-analysis-1-what-surprises-you---getting-to-know-the-photo\">\"pop-up\" historical image analysis<\/a>, was done through <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/scalar\/\">Scalar<\/a>. To replicate their work, one would have to be familiar with <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/scalar\/\">Scalar<\/a>, but an alternative to this is to use\u00a0a platform like WordPress or a photosharing site like <a href=\"https:\/\/www.flickr.com\/\">Flickr<\/a>. that students may be more familiar with T<span>here are surprisingly not as many photo analysis tools for DHSS as one would think. Thus, to show students\u2019 analyses, you can be creative in the tools your students already know, such as\u00a0PowerPoint or\u00a0<\/span><a href=\"https:\/\/prezi.com\/\">Prezi<\/a><span>, as well as\u00a0integrate their formal analysis into\u00a0<\/span><a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/part\/assignment-guides\/\">other assignments<\/a><span>, such as developing an\u00a0<\/span><a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/online-exhibit\/\">exhibit<\/a><span>, creating\u00a0<\/span><a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/metadata-creation\/\">metadata<\/a><span>,\u00a0<\/span><a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/mapping-primary-sources\/\">mapping<\/a><span>, or\u00a0<\/span><a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/proving-an-argument\/\">proving\/disproving an argument<\/a><span>.<\/span><\/p>\r\n<p class=\"no-indent\">Images can be chosen from archived sources but also collections of unidentified photos that can be found on Instagram, Flickr, and other photosharing sites. In many ways, asking your students to analyze less-common photographs than the ones used in class may elicit more complicated ways into content analysis.<\/p>\r\n\r\n<div class=\"textbox learning-objectives\">\r\n<div class=\"textbox exercises\">\r\n<h3 itemprop=\"educationalUse\">Public Education-Style Photo Analysis suggestions<\/h3>\r\n<span>Images can be chosen from archived photographs, but engaging in this work with common or familiar\u00a0media such as advertisements, Instagram\u00a0posts, or memes may encourage greater critical analysis of the images that make up students' worlds.<\/span>\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\n<\/div>\r\n&nbsp;\r\n<p class=\"no-indent\"><\/p>","rendered":"<div class=\"textbox learning-objectives\">\n<h3 itemprop=\"educationalUse\">Public Education-Style Image Analysis as a DHSS Assignment<\/h3>\n<p class=\"no-indent\">Featuring work from <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/our-project\/#juan\">Juan Pablo Pinto Mendoza<\/a>&#8216;s exhibit\u00a0<span>\u201c<\/span><a href=\"https:\/\/scalar.library.yorku.ca\/popular-education-in-revolutionary-times-nic\/index\" target=\"_blank\" rel=\"noopener\">Popular Education in Revolutionary Times: Reflecting on Nicaragua\u2019s popular education program in the 1980s<\/a><span>\u201d<\/span><\/p>\n<\/div>\n<figure style=\"width: 237px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/sites.google.com\/site\/cepehrg\/_\/rsrc\/1360850284164\/popular-education\/Bob%20Hale%20-%20The%20Spiral%20Model.gif\" width=\"237\" height=\"180\" class=\"\" alt=\"image\" \/><figcaption class=\"wp-caption-text\">Spiral Model of Popular Education. From the Bob Hale Youth College for Social Justice: Participants&#8217; Handbook.<\/figcaption><\/figure>\n<p class=\"no-indent\">Based on <a href=\"https:\/\/en.wikipedia.org\/wiki\/Paulo_Freire\">Paulo Freire<\/a>&#8216;s popular education pedagogy, Popular Education-Style Image Analysis invites the student to reflect on self and society in a way that can lead to a critical consciousness and action.<\/p>\n<p class=\"no-indent\">Similar to, yet different from, the\u00a0<a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/historical-image-analysis\/\">Historical Image Analysis<\/a> approach familiar to many historians, the Popular Education-Style Image Analysis can be incorporated into Social Sciences courses as a way to connect theory to action and develop students&#8217;\u00a0digital and visual literacy skills.<\/p>\n<div class=\"textbox learning-objectives\">\n<div class=\"textbox examples\">\n<h3 itemprop=\"educationalUse\">Summary<\/h3>\n<p><strong>Description:<\/strong><\/p>\n<ul>\n<li class=\"\">The examination of images using Paulo Freire&#8217;s popular education method<\/li>\n<\/ul>\n<p><strong>Possible tools\/technologies:<\/strong><\/p>\n<ul>\n<li>Scalar<\/li>\n<li>Omeka<\/li>\n<li>Flickr<\/li>\n<li>PowerPoint<\/li>\n<li>Prezi<\/li>\n<li>Instagram<\/li>\n<\/ul>\n<p><strong>Elements of Process:<\/strong><\/p>\n<ul>\n<li class=\"\">Identify photographs<\/li>\n<li>View the photograph and answer specific questions about their content and context<\/li>\n<li>Put ideas together to identify routes for possible social and\/or political action based on one\u2019s analysis<\/li>\n<li>Present the analysis<\/li>\n<\/ul>\n<p><strong>Size of assignment:<\/strong><\/p>\n<ul>\n<li class=\"\">Small to Medium<\/li>\n<\/ul>\n<p><strong>Difficulty:<\/strong><\/p>\n<ul>\n<li class=\"\">Low to Moderate<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p class=\"no-indent\">In 1968, <a href=\"https:\/\/en.wikipedia.org\/wiki\/Paulo_Freire\">Paulo Freire<\/a> published <a href=\"https:\/\/en.wikipedia.org\/wiki\/Pedagogy_of_the_Oppressed\"><em>Pedagogy of the Oppressed<\/em><\/a>, a key text outlining his\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Popular_education#Latin_America\">popular education<\/a> program designed to\u00a0teach illiterate Brazilian farmers how to read.\u00a0Given that literacy was a requirement for voting in Brazil, teaching literacy had the possibility of significantly shifting political power and so popular education\u00a0was not just about literacy but about significantly transforming the world.<\/p>\n<p class=\"no-indent\"><span>Based on Freire&#8217;s work,\u00a0<\/span>Professor Emerita <a href=\"http:\/\/www.deborahbarndt.com\/site\/\">Deborah Barndt<\/a>\u00a0from York University worked in\u00a0<span>Nicaragua\u2019s Adult\/Popular Education program in the 1980s. In 2017, she\u00a0donated many of her papers to York&#8217;s\u00a0Centre for Research on Latin America and the Caribbean (<a target=\"_blank\" href=\"http:\/\/cerlac.info.yorku.ca\/\" rel=\"noopener\">CERLAC<\/a>) for digitization.\u00a0<\/span>Project member <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/our-project\/#juan\">Juan Pablo Pinto Mendoza<\/a> worked with her on <a href=\"https:\/\/scalar.library.yorku.ca\/popular-education-in-revolutionary-times-nic\/about\">developing an online archive<\/a>, which holds <a href=\"https:\/\/scalar.library.yorku.ca\/popular-education-in-revolutionary-times-nic\/the-archive?path=to-popular-education\">papers and photographs<\/a> from this time.<\/p>\n<p class=\"no-indent\">In the process of working with these materials and learning about Popular Education, Juan Pablo wanted to bring a Popular Education analysis to his exhibit. He drew on\u00a0Dr. Barndt&#8217;s experience with Popular Education to develop <a href=\"https:\/\/scalar.library.yorku.ca\/popular-education-in-revolutionary-times-nic\/image-analysis\">an image analysis method<\/a>\u00a0he applied to multiple photographs.<\/p>\n<p class=\"no-indent\"><strong>Juan Pablo&#8217;s analysis\u00a0involved asking one&#8217;s self about:\u00a0<\/strong><\/p>\n<figure id=\"attachment_1035\" aria-describedby=\"caption-attachment-1035\" style=\"width: 300px\" class=\"wp-caption alignright\"><a href=\"https:\/\/scalar.library.yorku.ca\/popular-education-in-revolutionary-times-nic\/at-first-glance-this-image-seems-to-present-two-people-holding-a-camera-however-within-the-context?path=image-analysis-exercise\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-content\/uploads\/sites\/31\/2018\/05\/Photo-teacher-300x203.jpg\" alt=\"\" width=\"300\" height=\"203\" class=\"size-medium wp-image-1035\" srcset=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-content\/uploads\/sites\/31\/2018\/05\/Photo-teacher-300x203.jpg 300w, https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-content\/uploads\/sites\/31\/2018\/05\/Photo-teacher-768x519.jpg 768w, https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-content\/uploads\/sites\/31\/2018\/05\/Photo-teacher-1024x692.jpg 1024w, https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-content\/uploads\/sites\/31\/2018\/05\/Photo-teacher-65x44.jpg 65w, https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-content\/uploads\/sites\/31\/2018\/05\/Photo-teacher-225x152.jpg 225w, https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-content\/uploads\/sites\/31\/2018\/05\/Photo-teacher-350x237.jpg 350w, https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-content\/uploads\/sites\/31\/2018\/05\/Photo-teacher.jpg 1136w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><figcaption id=\"caption-attachment-1035\" class=\"wp-caption-text\">Photograph by Deborah Barndt. Annotation by Juan Pablo Pinto Mendoza.<\/figcaption><\/figure>\n<div class=\"paragraph_wrapper\">\n<ul>\n<li class=\"body_copy\"><strong>Description:<\/strong>\u00a0What did you see, hear, or feel in their stories? What do you think is happening? Tell how you feel about it?<\/li>\n<li class=\"body_copy\"><strong>Personal Association:<\/strong>\u00a0Have you ever had an experience like that? Can you identify with the problem presented?<\/li>\n<li class=\"body_copy\"><strong>Social Relationship:<\/strong>\u00a0How is your experience similar to the experience of others? How is it different? Do you see problems that other people also have?<\/li>\n<li class=\"body_copy\"><strong>Analysis:<\/strong>\u00a0Why does this problem exist? What happens because of it? How does it relate to other problems?<\/li>\n<li class=\"body_copy\"><strong>Action:<\/strong>\u00a0What resources (person, group, or community) could help solve this problem in the short and\/or the long run?<\/li>\n<\/ul>\n<\/div>\n<p class=\"no-indent\">Juan Pablo then <a href=\"https:\/\/scalar.library.yorku.ca\/popular-education-in-revolutionary-times-nic\/image-analysis-exercise\">engaged in the analysis<\/a> of one photograph from Dr. Barndt&#8217;s collection. This style of analysis allowed for a deeper, more personal, and more political exploration of the image and the context of its creation and (re)presentation.<\/p>\n<p class=\"no-indent\">In the Assignment Guide for <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/historical-image-analysis\/\">Historical Image Analysis<\/a>, I identified that\u00a0you can find image analysis worksheets online from several sources. However,\u00a0<strong>&#8220;Popular Education&#8221; Image Analysis invites the viewer to reflect on self and society in a way that can lead to a critical consciousness and action in ways that standard Historical Image Analysis does not.\u00a0<\/strong><\/p>\n<p class=\"no-indent\">I also identified in the Assignment Guide for <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/historical-image-analysis\/\">Historical Image Analysis<\/a>\u00a0that one of the strengths of engaging in <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/historical-image-analysis\/#HPA\">historical photo analysis<\/a> with DHSS is that many of the images were not created digitally and thus having the digital historical images available to us on a laptop, phone, or tablet, <a href=\"https:\/\/creativecommons.org\/\">available<\/a> to be &#8220;remixed&#8221; and creatively transformed, is where the meaning making potential lays.<\/p>\n<p class=\"no-indent\"><strong>Juan Pablo&#8217;s analysis from a public education point of view, as well as a view from a filmmaker, highlights personal reflection, as well as the development of <a href=\"https:\/\/www.edweek.org\/ew\/articles\/2016\/11\/09\/what-is-digital-literacy.html\">digital literacy<\/a> by looking at images&#8217; visual rhetoric.<\/strong> To explore this more, I recommend Purdue <a href=\"https:\/\/owl.english.purdue.edu\/\">Online Writing Lab<\/a> (OWL)&#8217;s <a href=\"https:\/\/owl.english.purdue.edu\/media\/ppt\/20080316011354_729.ppt\">Visual Rhetoric<\/a> PowerPoint video created by Karl Stolley and Allen Brizee (a PPT file will download and open), as well as this\u00a0<a href=\"https:\/\/www.slideshare.net\/lmharaway\/visual-analysis-for-composition\">Visual Analysis<\/a> slide deck developed from the composition textbook <em>Frames of Mind<\/em>.<\/p>\n<p class=\"no-indent\">The presentation of Juan Pablo&#8217;s <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/public-education-image-analysis\/\">Popular Education analysis<\/a>, like Denise&#8217;s <a href=\"https:\/\/scalar.library.yorku.ca\/caribana\/document-analysis-1-what-surprises-you---getting-to-know-the-photo\">&#8220;pop-up&#8221; historical image analysis<\/a>, was done through <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/scalar\/\">Scalar<\/a>. To replicate their work, one would have to be familiar with <a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/scalar\/\">Scalar<\/a>, but an alternative to this is to use\u00a0a platform like WordPress or a photosharing site like <a href=\"https:\/\/www.flickr.com\/\">Flickr<\/a>. that students may be more familiar with T<span>here are surprisingly not as many photo analysis tools for DHSS as one would think. Thus, to show students\u2019 analyses, you can be creative in the tools your students already know, such as\u00a0PowerPoint or\u00a0<\/span><a href=\"https:\/\/prezi.com\/\">Prezi<\/a><span>, as well as\u00a0integrate their formal analysis into\u00a0<\/span><a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/part\/assignment-guides\/\">other assignments<\/a><span>, such as developing an\u00a0<\/span><a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/online-exhibit\/\">exhibit<\/a><span>, creating\u00a0<\/span><a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/metadata-creation\/\">metadata<\/a><span>,\u00a0<\/span><a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/mapping-primary-sources\/\">mapping<\/a><span>, or\u00a0<\/span><a href=\"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/chapter\/proving-an-argument\/\">proving\/disproving an argument<\/a><span>.<\/span><\/p>\n<p class=\"no-indent\">Images can be chosen from archived sources but also collections of unidentified photos that can be found on Instagram, Flickr, and other photosharing sites. In many ways, asking your students to analyze less-common photographs than the ones used in class may elicit more complicated ways into content analysis.<\/p>\n<div class=\"textbox learning-objectives\">\n<div class=\"textbox exercises\">\n<h3 itemprop=\"educationalUse\">Public Education-Style Photo Analysis suggestions<\/h3>\n<p><span>Images can be chosen from archived photographs, but engaging in this work with common or familiar\u00a0media such as advertisements, Instagram\u00a0posts, or memes may encourage greater critical analysis of the images that make up students&#8217; worlds.<\/span><\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p class=\"no-indent\">\n","protected":false},"author":21,"menu_order":6,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-91","chapter","type-chapter","status-publish","hentry"],"part":60,"_links":{"self":[{"href":"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-json\/pressbooks\/v2\/chapters\/91","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-json\/wp\/v2\/users\/21"}],"version-history":[{"count":27,"href":"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-json\/pressbooks\/v2\/chapters\/91\/revisions"}],"predecessor-version":[{"id":1102,"href":"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-json\/pressbooks\/v2\/chapters\/91\/revisions\/1102"}],"part":[{"href":"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-json\/pressbooks\/v2\/parts\/60"}],"metadata":[{"href":"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-json\/pressbooks\/v2\/chapters\/91\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-json\/wp\/v2\/media?parent=91"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-json\/pressbooks\/v2\/chapter-type?post=91"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-json\/wp\/v2\/contributor?post=91"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks-dev.library.yorku.ca\/dhssinstructorsguide\/wp-json\/wp\/v2\/license?post=91"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}