Barry, Ann Marie. "Perception Theory." In Handbook of Visual Communication: Theory, Methods, and Media, edited by Ken Smith, Sandra Moriarty, Gretchen Barbatsis, and Keith Kenney, 45-62. New Jersey: Lawrence Erlbaum Associates, 2005. The author discusses the impact of visual messages on our emotional development.
Burmark, Lynell. Visual Literacy: Learn to See, See to Learn. Alexandria, VA: ASCD, 2002. This great hands-on book is published by the Association for Supervision and Curriculum Development; it explains what visual literacy means and how it may be used effectively in the classroom; the book has plenty of practical examples regarding the use of technology in education.
Crevola, Carmel, and Mark Vineis. Let's Talk About It. New York, NY: MONDO Publishing, 2005. Research and background information on teaching oral language.
Dake, Dennis. "Creative Visualization." In Handbook of Visual Communication: Theory, Methods, and Media, edited by Ken Smith, Sandra Moriarty, Gretchen Barbatsis, and Keith Kenney, 23-42. New Jersey: Lawrence Erlbaum Associates, 2005. This chapter introduces research methods in visual communication and aesthetics.
Denton, Craig. "Examining Documentary Photography Using the Creative Method." In Handbook of Visual Communication: Theory, Methods, and Media, edited by Ken Smith, Sandra Moriarty, Gretchen Barbatsis, and Keith Kenney, 405-426. New Jersey: Lawrence Erlbaum Associates, 2005. The author examines documentary photography and the role of the photographer in the outcome of a documentary photograph.
Echevarria, Jana and Anne Graves. Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities. Needham Heights, MA: Allyn & Bacon, 1998. A useful source of theory and practical applications of sheltered content instruction for teachers of English-language learners.
ESL Standards for Pre-K-12 Students. Teachers of English to Speakers of Other Languages, Inc., 1997. Standards and goals are illustrated by vignettes for all grade levels.
Fourth Generation CMT Objectives. New Haven Public Schools Reading Department. Draft 1/14/05. The objectives are accompanied by a few examples of the type of stems created to measure each content strand.
Herndon, Scott and Kristin Dombek. "Conversations beyond the Gallery: Teaching Art and Expository Writing to College Students." In Third Mind: Creative Writing Through Visual Art, edited by Tonya Foster and Kristin Prevallet, 143-153. New York: Teachers and Writers Collaborative, 2002. The authors describe the method they developed to help students write about art in a threefold process.
Hoffman, Donald. Visual Intelligence. New York: Norton, 1998. Fascinating reading and graphics claiming that vision is "an intelligent process of active construction."
McQuade, Donald and Christine McQuade. Seeing and Writing 3. Boston, MA: Bedford/St. Martin's, 2006. A highly engaging textbook loaded with visual images, texts, and assignments for college students.
Mirzoeff, Nicholas. An Introduction to Visual Culture. London and New York: Routledge, 1999. The book provides a comprehensive introduction to the exciting new interdisciplinary field of visual culture.
Sontag, Susan. "In Plato's Cave." In On Photography, 3-24. New York, NY: Picador, 1977. This essay engages the reader in the discussion of the many uses and meanings of photography in our lives.
Walker, John and Sarah Chaplin. Visual Culture: An Introduction. Manchester and New York: Manchester University Press, 1997. Another comprehensive analysis of the role of visual culture in the contemporary society.
Williams, Rick. "Cognitive Theory." In Handbook of Visual Communication: Theory, Methods, and Media, edited by Ken Smith, Sandra Moriarty, Gretchen Barbatsis, and Keith Kenney, 193-210. New Jersey: Lawrence Erlbaum Associates, 2005. The author provides a comprehensive review of a theory of cognitive balance he calls omniphasism, meaning "all in balance," and compares his theory to other significant theories related to the understanding and use of visual cognition.