Visual Literacy in New Media: Systematic Review and Mapping of the Literature
Abstract
Many researchers have dealt previously with visual literacy in the context of new media and the use of images. The goal of this manuscript is to present a systematic review of the literature to identify, analyze and classify the published approaches and by this way find, give support or improve different research works which are carried out under the perspective of the new technologies. As results, this study identified 39 papers that link the visual literacy with the new technologies, or the images used in social networks. There have been found different main approaches where are related to the new media with visual literacy in education, with ICTs, art and design, communication, psychology, demography, professional aspects or information sciences. However, those approaches lacked standardization and were mainly ad-hoc solutions for each presented research scenario. The primary field of research where this concept is used is the use of images in education. In this field, the authors try to demonstrate how daily images can be related to formal learning. Some of the outcomes and solutions found in the literature (albeit not much frequent) conclude that thanks to some ad-hoc tools designed for each experiment, the researchers can achieve the goal of observing the status of visual literacy in users of new technologies and new media. Despite that several research efforts work in this subject and its challenges, the research community needs to continue improving the research in this area through the application of new techniques and methods which can lead to achieving standardized solutions. Moreover, thus, let researchers explore new ways of analyzing and interpreting the visual literacy avoiding custom solutions or evaluating well-known proposals from the literature.
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ALCANTUD, F. Y ALONSO, Y. (2013). Modelos y programas de intervención precoz en niños con TEA y sus familias. En F. aLcantud (Ed.), Trastornos del Espectro Autista. Detección, diagnóstico e intervención temprana (pp. 207-228). Madrid: Pirámide.
AMERICAN PSYCHOLOGICAL ASSOCIATION (2006). Evidence-based practice in psychology. American Psychologyst, 61, 271-285.
AMERICAN PSYCHIATRIC ASSOCIATION (2013). Diagnostic and statistical manual of mental disorders, fifth edition (DSM-5). Washington DC: American Psychiatric Association.
ANDERSON, S. R. Y ROMANCZYK, R. G. (1999). Early intervention for young children with autism: Continuum based behavioral models. Journal of the Association for Persons with Severe Handicaps, 24, 162-173.
ASPERGER, H. (1944). Die Autistischen Psychopathen in Kindesalter. Archiv Fur Psychiatrie Und Nervenkrankheiten, 117, 16-136.
Autism Focused Intervention Resources and Modules. Recuperado el 31 de julio de 2017 de http://afirm.fpg.unc.edu/.
Autism Internet Modules. Recuperado el 31 de julio de 2017 de http://www.autisminternetmodules.org/.
CHARMAN, T., PELLICANO, L., PEACY, L. V., PEACY, N., FORWARD, K. Y DOCKRELL, J. (2011). ¿Qué es una buena práctica en la educación de personas con autismo? AETAPI, CRAE. Recuperado el 4 de agosto de 2017 de http://aetapi.org/download/una-buena-practica-la- educacion-personas-autismo/?wpdmdl=3778.
COLLABORATIVE WORK GROUP ON AUTISTIC SPECTRUM DISORDERS (1997). Best practices for designing and delivering effective programs for individuals with autism spectrum disorders. California: California Departments of Education and Developmental Services.
DURÁN, D. Y GINÉ, C. (2011). La formación del profesorado para la educación inclusiva: Un proceso de desarrollo profesional y de mejora de los centros para atender la diversidad. Revista Latinoamericana de Inclusión Educativa, 5 (2), 153-170.
ECRI INSTITUTE (2009a). Focal Educational and Behavioral Interventions for the Treatment of Autism Spectrum Disorders. Plymouyth. Pensilvania. Recuperado el 2 de julio de 2017 de https://health.mil/search-results?query=ecri+report&filter=Documents.
ECRI INSTITUTE (2009b). Comprehensive Educational and Behavioral Interventions for the Treatment of Autism Spectrum Disorders. Plymouyth. Pensilvania. Recuperado el 12 de julio de 2017 de https://health.mil/search-results?query=ecri+report&filter=Documents.
FRONTERA, M. (2012). Intervención: principios y programas educativos. En M. A. martínez y L. CUESTA (Eds.), Todo sobre el autismo. Los Trastornos del Espectro del Autismo (TEA). Guía completa basada en la ciencia y la experiencia (pp. 221-270). Tarragona: Altaria.
FUENTES, J., FERRARI, M. J., BOADA, L., TOURIÑO, E., ARTIGAS, J., BELINCHÓN, M., MUÑOZ, J. A., HERVÁS, A., CANAL, R., HERNÁNDEZ, J. M., DÍEZ-CUERVO, A., IDIAZÁBAL, M. A., MULAS, F., PALACIOS, S., TAMARIT, J., MARTOS, J. Y POSADA, M. (2006). Guía de buena práctica para el tratamiento de los trastornos del espectro autista. Revista Española de Neurología, 43, 425-438.
GÜEMES, I., MARTÍN, M. C., CANAL, R. Y POSADA, M. (2009). Evaluación de la eficacia de las intervenciones psicoeducativas en los trastornos del espectro autista. Madrid: IIER-Instituto de Salud Carlos III.
HOOVER, J. J. Y PATTON, J. R. (2008). The Role of Special Educators in a Multitiered Instructional System. Intervention in School and Clinic, 43, 195-202.
KANNER, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217-250.
MARTOS-PÉREZ, J. Y LLORENTE-COMÍ, M. (2013). Tratamiento de los trastornos del espectro autista: unión entre la comprensión y la práctica basada en la evidencia. Revista Española de Neurología, 57 (Supl. 1), 185-191.
MINISTRIES OF HEALTH AND EDUCATION (2008). Autism Spectrum Disorder Guideline. Wellington: New Zealand, Ministry of Health. Recuperado el 2 de julio de 2017 de http://www. health.govt.nz/system/files/documents/publications/nz-asd-guideline-aug16v2_0.pdf.
MULAS, F., ROS-CERVERA, G., MILLÁ, M. G., ETCHEPAREBORDA, M. C., ABAD, L. Y TÉLLEZ DE MENESES, M. (2010). Modelos de intervención en niños con autismo. Revista Española de Neurología, 50 (Supl. 3), 77-84.
NATIONAL COLLABORATING CENTRE FOR WOMEN’S AND CHILDREN’S HEALTH (2011). Autism: recognition, referral and diagnosis of children and young people on the Autism Spectrum. London: RCOG Press. Recuperado el 12 de julio de 2017 de https://www.ncbi.nlm.nih. gov/books/NBK92985/pdf/Bookshelf_NBK92985.pdf.
National Professional Development Center on Autism Spectrum Disorders. Recuperado el 31 de julio de 2017 de http://autismpdc.fpg.unc.edu/about-npdc.
NATIONAL RESEARCH COUNCIL (2001). Educating children with autism. Washington DC: National Academy Press.
ODOM, S. L., BOYD, B. A., HALL, L. J. Y HUME, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 425-436.
ODOM, S. L., BOYD, B., HALL, L. J. Y HUME, K. A. (2014). Comprehensive treatment models for children and youth with autism spectrum disorders. En F. voLKmar, S. roGers, R. PauL y PELPHREY (Eds.), Handbook of autism and pervasive developmental disorders (4th ed.) (pp. 770-778). New York: Wiley.
ODOM, S. L., BROWN, W. H., FREY, T., KARASU, N., SMITH-CARTER, L. Y STRAIN, P. (2003). Evidence-based practices for young children with autism: evidence from single-subject research design. Focus on Autism and Other Developmental Disabilities, 18, 166-175.
ODOM, S. L., COLLET-KLINGENBERG, L., ROGERS, S. J. Y HATTON, D. D. (2010). Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders. Preventing school failure, 54 (4), 275-282.
ODOM, S. L., COX, A. Y BROCK, M. (2013). Implementation science, professional development, and autism spectrum disorders: National Professional Development Center on ASD. Exceptional Children, 79, 233-251.
ODOM, S. L., HUME, K., BOYD, B. Y STABEL, A. (2012). Moving beyond the intensive behavior therapy vs. eclectic dichotomy: Evidence-based and individualized program for students with autism. Behaviour Modification, 36 (3), 270-297.
REICHOW, B., VOLKMAR, F. R. Y CICCHETI, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38, 1311-1319.
ROBERTS, J. Y PRIOR, M. A. (2006). Review of the research to identify the most effective models of practice in early intervention for children with autism spectrum disorders. Australia: Australian Government Department of Health and Ageing. Recuperado el 24 de agosto de 2017 de https://www.dss.gov.au/sites/default/files/documents/10_2014/ review_of_the_ research_report_2011_0.pdf.
SALDAÑA, D. Y MORENO, F. J. (2012). Eficacia de las investigaciones de naturaleza psicológica en los Trastornos del Espectro del Autismo: evidencias disponibles. En M. A. martínez y
J. L. CUESTA (Eds.), Todo sobre el autismo. Los Trastornos del Espectro del Autismo (TEA). Guía completa basada en la ciencia y la experiencia (pp. 191-220). Tarragona: Altaria.
SALDAÑA, D., SARMIENTO, V., MORENO, F. J. Y HERNÁNDEZ, A. (2010). Un estudio sobre la aplicación de “buenas prácticas” en la atención temprana a niños y niñas con TEA en Andalucía. En XV Congreso Nacional de AETAPI. Zaragoza.
SALVADÓ, B., PALAU, M., CLOFENT, M., MONTERO, M. Y HERNÁNDEZ, M. A. (2012). Modelos de intervención global en personas con trastorno del espectro autista. Revista Española de Neurología, 54 (Supl. 1), 63-71.
SPERRY, L., NEITZEL, J. Y ENGELHARDT-WELLS, K. (2010). Peer-mediated instruction and intervention strategies for students with autism spectrum disorders. Preventing School Failure, 54, 256-264.
STRAIN, P. S. Y BOVEY, E. (2011). Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childood Special Education, 313, 133-154.
Texas Statewide Leadership for Autism Training. Recuperado el 31 de julio de 2017 de http:// www.txautism.net/interventions.
VERDUGO, M. Á. Y SCHALOCK, R. L. (2013). Discapacidad e inclusión. Manual para la docencia. Salamanca: Amarú Ediciones.
WONG, C., ODOM, S. L., HUME, K., COX, A. W., FETTIG, A., KUCHARCZYK, S. Y SCHULTZ, T. R. (2014). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.
AMERICAN PSYCHOLOGICAL ASSOCIATION (2006). Evidence-based practice in psychology. American Psychologyst, 61, 271-285.
AMERICAN PSYCHIATRIC ASSOCIATION (2013). Diagnostic and statistical manual of mental disorders, fifth edition (DSM-5). Washington DC: American Psychiatric Association.
ANDERSON, S. R. Y ROMANCZYK, R. G. (1999). Early intervention for young children with autism: Continuum based behavioral models. Journal of the Association for Persons with Severe Handicaps, 24, 162-173.
ASPERGER, H. (1944). Die Autistischen Psychopathen in Kindesalter. Archiv Fur Psychiatrie Und Nervenkrankheiten, 117, 16-136.
Autism Focused Intervention Resources and Modules. Recuperado el 31 de julio de 2017 de http://afirm.fpg.unc.edu/.
Autism Internet Modules. Recuperado el 31 de julio de 2017 de http://www.autisminternetmodules.org/.
CHARMAN, T., PELLICANO, L., PEACY, L. V., PEACY, N., FORWARD, K. Y DOCKRELL, J. (2011). ¿Qué es una buena práctica en la educación de personas con autismo? AETAPI, CRAE. Recuperado el 4 de agosto de 2017 de http://aetapi.org/download/una-buena-practica-la- educacion-personas-autismo/?wpdmdl=3778.
COLLABORATIVE WORK GROUP ON AUTISTIC SPECTRUM DISORDERS (1997). Best practices for designing and delivering effective programs for individuals with autism spectrum disorders. California: California Departments of Education and Developmental Services.
DURÁN, D. Y GINÉ, C. (2011). La formación del profesorado para la educación inclusiva: Un proceso de desarrollo profesional y de mejora de los centros para atender la diversidad. Revista Latinoamericana de Inclusión Educativa, 5 (2), 153-170.
ECRI INSTITUTE (2009a). Focal Educational and Behavioral Interventions for the Treatment of Autism Spectrum Disorders. Plymouyth. Pensilvania. Recuperado el 2 de julio de 2017 de https://health.mil/search-results?query=ecri+report&filter=Documents.
ECRI INSTITUTE (2009b). Comprehensive Educational and Behavioral Interventions for the Treatment of Autism Spectrum Disorders. Plymouyth. Pensilvania. Recuperado el 12 de julio de 2017 de https://health.mil/search-results?query=ecri+report&filter=Documents.
FRONTERA, M. (2012). Intervención: principios y programas educativos. En M. A. martínez y L. CUESTA (Eds.), Todo sobre el autismo. Los Trastornos del Espectro del Autismo (TEA). Guía completa basada en la ciencia y la experiencia (pp. 221-270). Tarragona: Altaria.
FUENTES, J., FERRARI, M. J., BOADA, L., TOURIÑO, E., ARTIGAS, J., BELINCHÓN, M., MUÑOZ, J. A., HERVÁS, A., CANAL, R., HERNÁNDEZ, J. M., DÍEZ-CUERVO, A., IDIAZÁBAL, M. A., MULAS, F., PALACIOS, S., TAMARIT, J., MARTOS, J. Y POSADA, M. (2006). Guía de buena práctica para el tratamiento de los trastornos del espectro autista. Revista Española de Neurología, 43, 425-438.
GÜEMES, I., MARTÍN, M. C., CANAL, R. Y POSADA, M. (2009). Evaluación de la eficacia de las intervenciones psicoeducativas en los trastornos del espectro autista. Madrid: IIER-Instituto de Salud Carlos III.
HOOVER, J. J. Y PATTON, J. R. (2008). The Role of Special Educators in a Multitiered Instructional System. Intervention in School and Clinic, 43, 195-202.
KANNER, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217-250.
MARTOS-PÉREZ, J. Y LLORENTE-COMÍ, M. (2013). Tratamiento de los trastornos del espectro autista: unión entre la comprensión y la práctica basada en la evidencia. Revista Española de Neurología, 57 (Supl. 1), 185-191.
MINISTRIES OF HEALTH AND EDUCATION (2008). Autism Spectrum Disorder Guideline. Wellington: New Zealand, Ministry of Health. Recuperado el 2 de julio de 2017 de http://www. health.govt.nz/system/files/documents/publications/nz-asd-guideline-aug16v2_0.pdf.
MULAS, F., ROS-CERVERA, G., MILLÁ, M. G., ETCHEPAREBORDA, M. C., ABAD, L. Y TÉLLEZ DE MENESES, M. (2010). Modelos de intervención en niños con autismo. Revista Española de Neurología, 50 (Supl. 3), 77-84.
NATIONAL COLLABORATING CENTRE FOR WOMEN’S AND CHILDREN’S HEALTH (2011). Autism: recognition, referral and diagnosis of children and young people on the Autism Spectrum. London: RCOG Press. Recuperado el 12 de julio de 2017 de https://www.ncbi.nlm.nih. gov/books/NBK92985/pdf/Bookshelf_NBK92985.pdf.
National Professional Development Center on Autism Spectrum Disorders. Recuperado el 31 de julio de 2017 de http://autismpdc.fpg.unc.edu/about-npdc.
NATIONAL RESEARCH COUNCIL (2001). Educating children with autism. Washington DC: National Academy Press.
ODOM, S. L., BOYD, B. A., HALL, L. J. Y HUME, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 425-436.
ODOM, S. L., BOYD, B., HALL, L. J. Y HUME, K. A. (2014). Comprehensive treatment models for children and youth with autism spectrum disorders. En F. voLKmar, S. roGers, R. PauL y PELPHREY (Eds.), Handbook of autism and pervasive developmental disorders (4th ed.) (pp. 770-778). New York: Wiley.
ODOM, S. L., BROWN, W. H., FREY, T., KARASU, N., SMITH-CARTER, L. Y STRAIN, P. (2003). Evidence-based practices for young children with autism: evidence from single-subject research design. Focus on Autism and Other Developmental Disabilities, 18, 166-175.
ODOM, S. L., COLLET-KLINGENBERG, L., ROGERS, S. J. Y HATTON, D. D. (2010). Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders. Preventing school failure, 54 (4), 275-282.
ODOM, S. L., COX, A. Y BROCK, M. (2013). Implementation science, professional development, and autism spectrum disorders: National Professional Development Center on ASD. Exceptional Children, 79, 233-251.
ODOM, S. L., HUME, K., BOYD, B. Y STABEL, A. (2012). Moving beyond the intensive behavior therapy vs. eclectic dichotomy: Evidence-based and individualized program for students with autism. Behaviour Modification, 36 (3), 270-297.
REICHOW, B., VOLKMAR, F. R. Y CICCHETI, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38, 1311-1319.
ROBERTS, J. Y PRIOR, M. A. (2006). Review of the research to identify the most effective models of practice in early intervention for children with autism spectrum disorders. Australia: Australian Government Department of Health and Ageing. Recuperado el 24 de agosto de 2017 de https://www.dss.gov.au/sites/default/files/documents/10_2014/ review_of_the_ research_report_2011_0.pdf.
SALDAÑA, D. Y MORENO, F. J. (2012). Eficacia de las investigaciones de naturaleza psicológica en los Trastornos del Espectro del Autismo: evidencias disponibles. En M. A. martínez y
J. L. CUESTA (Eds.), Todo sobre el autismo. Los Trastornos del Espectro del Autismo (TEA). Guía completa basada en la ciencia y la experiencia (pp. 191-220). Tarragona: Altaria.
SALDAÑA, D., SARMIENTO, V., MORENO, F. J. Y HERNÁNDEZ, A. (2010). Un estudio sobre la aplicación de “buenas prácticas” en la atención temprana a niños y niñas con TEA en Andalucía. En XV Congreso Nacional de AETAPI. Zaragoza.
SALVADÓ, B., PALAU, M., CLOFENT, M., MONTERO, M. Y HERNÁNDEZ, M. A. (2012). Modelos de intervención global en personas con trastorno del espectro autista. Revista Española de Neurología, 54 (Supl. 1), 63-71.
SPERRY, L., NEITZEL, J. Y ENGELHARDT-WELLS, K. (2010). Peer-mediated instruction and intervention strategies for students with autism spectrum disorders. Preventing School Failure, 54, 256-264.
STRAIN, P. S. Y BOVEY, E. (2011). Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childood Special Education, 313, 133-154.
Texas Statewide Leadership for Autism Training. Recuperado el 31 de julio de 2017 de http:// www.txautism.net/interventions.
VERDUGO, M. Á. Y SCHALOCK, R. L. (2013). Discapacidad e inclusión. Manual para la docencia. Salamanca: Amarú Ediciones.
WONG, C., ODOM, S. L., HUME, K., COX, A. W., FETTIG, A., KUCHARCZYK, S. Y SCHULTZ, T. R. (2014). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.
Visual Literacy in New Media: Systematic Review and Mapping of the Literature. (2009). Education in The Knowledge Society, 20, 44. https://doi.org/10.14201/eks2019_20_a6
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