IMAGE AS MEDIUM

Introduction

Multimedia technology allows educators to create curricular materials with varied media including text, images, video, and audio. Each medium’s unique properties make it suitable for conveying particular kinds of information. For example, natural speech offers a wonderfully rich vocal orchestration enabling us to express meanings clearly and energetically, beyond what words and syntax in written text can convey. Conversely, unlike speech, text provides a uniform, permanent record that can be shared across time and space.

Read more about the qualities of different media in Chapter 3 of Teaching Every Student.

But a medium’s suitability for a particular purpose is only one part of the equation when using it in an educational context. No medium works well for everyone. In fact, each medium presents barriers to some students who may have difficulty accessing it for one reason or another.

Educators who use Universal Design for Learning principles recognize these barriers and increase the accessibility of materials by providing “multiple representations” of content. One alternative way to represent the meaning of images is to provide textual descriptions. Creating effective textual descriptions requires knowledge of the specific instructional purpose of the image.

Learn more about multiple representations in Chapter 4 of Teaching Every Student.