Critical visual literacy and restorative practices: Empowering talking and listening

Two critical visual literacy workshops were implemented with six Grade 5/6 students. Both sessions began with a scripted introduction which was developed in conjunction with a Restorative Practices framework. The script was designed as an introduction to each workshop, but the discontinued in order to reflexively focus upon the research goals.
The main activity involved the students working with images taken from a picture book that explores the social, economic and political impact of drugs.
The students were required to collaboratively decide an appropriate sequence for the images to best depict an interesting story of their choice. This involved problem solving and deep=thinking to consider positioning and power, alternative interpretations and credibility. This led them to hypothesis, rationalize and evaluate their opinions about the illustrations.