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Delacruz, Elizabeth M. Lin, Ching-Chiu 2015-09-25T20:56:48Z 2015-09-25T20:56:48Z 10000-01-01 2008 2008 This investigation also produced findings and questions beyond the original research queries that contribute to the study significance. These findings imply that the situational and holistic engagement of learning with technology challenges the usefulness to teachers of the term visual literacy as it is posited in academic discourse and questions the value of predetermined educational ends that accompany that visual literacy scholarly discourse. Made available in DSpace on 2015-09-25T20:56:48Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3337846.pdf: 4204033 bytes, checksum: f8019b50fa2d87b104201e40d47475d9 (MD5) Previous issue date: 2008 Embargo set by: Seth Robbins for item 84344 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 313 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. http://hdl.handle.net/2142/83063 (MiAaPQ)AAI3337846 eng Education, Technology of A Qualitative Study of Three Secondary Art Teachers' Conceptualizations of Visual Literacy as Manifested Through Their Teaching With Electronic Technologies text Art Education Art Education University of Illinois at Urbana-Champaign Dissertation Ph.D.