Embedded Files
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Purpose
Purpose
Images are used throughout the Student Learning Library, including in:
videos
digital activities
offline activities
video poster images
resource and collection images.
Example uses are described below.
Improve understanding
Improve understanding
Using video, images and animation in conjunction with words often increases understanding.
E.g. Using ten-frames and dice to visually show different ways the number 10 be partitioned (into 6 and 4).
Assist with comprehension
Assist with comprehension
Images help users learn new or complex words and ideas. They can also help students understand questions and activities.
E.g. Adding a picture of a cow (in addition to the audio of the word 'cow') to this digital activity helps young students understand both the word and task.
Make connections
Make connections
Images help students make connections between learning in school and real-life.
E.g. Showing pictures of real-world rectangles helps student recognise rectangles in their own surroundings.
Engage users
Engage users
A video or activity with colourful, exciting and interesting images is much more captivating to the user. It also increases the likelihood of them engaging with and completing the video or activity.
Assist with communication
Assist with communication
For users who are hearing impaired, visuals are crucial for communicating, understanding and learning. Images are also helpful for users who are learning English, and users with low literacy levels.
Summarise information
Summarise information
Images can summarise or convey information quickly.
E.g. a resource image (above) efficiently describes the focus of a resource. It gives the viewer a better understanding of what the activity will entail.
Sourcing images
Sourcing images
Copyright and Creative Commons
Copyright and Creative Commons
Any images sourced and used in SLL resources must be copyright compliant.
You may use images that are Creative Commons ('free') in your resources if they are used and attributed correctly.
Images need to be attributed each time you use them, including in videos, digital and offline activities.
You may also choose to obtain a licence to reproduce and/or request permission to use copyrighted material from an author.
For more information, view the copyright section of the style guidelines. Refer to the Smartcopying website to view detailed copyright guidelines and reference guides for Australian education departments.
Note: Creative Commons audio clips, video clips and graphics (clip art) can also be accessed and used where permissions allow.
Creating images
Creating images
If an image cannot be sourced, it can be created. In same cases, this is easier to do.
For example:
Take photographs, showing the objects exactly how you want them to be viewed.
Design graphics so they appear to be from a consistent suite.
Take photos or screenshots of example tasks to model an activity.
Examples: Images previously created for student resources (created by NSW Department of Education)
Using images
Using images
When to use photos
When to use photos
As described in the use cases (top of page), images are often used to help students comprehend something. They also help students make connections between what they are learning and the world around them.
In most cases, it is best to use photos of real-world objects where possible.
Photo by Pixabay from Pexels
Example 1:
If you are describing a lion in an English activity, use an image of a real lion rather than a drawing or clipart of a lion.
'Building towers' by NSW Department of Education
Example 2:
If you are referencing a maths activity, use video clips (or photos) showing the activity with real objects, rather recreating it with a graphic.
When to use graphics
When to use graphics
In some cases, it is appropriate to use graphics (illustrations, drawings, clipart etc.) rather than photos.
Appropriate uses include:
in imaginative texts or activities
pictorial representations in maths (e.g. 2D shapes)
in offline activities that are designed to be printed.
Note: When using multiple graphics in one resource, it is important they are very similar in style and appear to be from the same suite or collection (see below).
'Bugs! Bugs! Bugs!' by NSW Department of Education
Example 1:
Illustrations of bugs (similar in design and style) are used throughout the decodable text 'Bugs! Bugs! Bugs!', where students read an imaginative story about insects. The same graphics are used throughout the activities, for consistency.
Pattern blocks by Didax Virtual Manipulatives
Example 2:
Modelling an activity with a virtual manipulative (i.e. a digital version of what is usually a concrete material/maths manipulative). In this instance, the image shows example AAB patterns using the shape blocks, modelling the task for students.
Consistency of images
Consistency of images
Consider how the images will appear as a set in a single resource. They should appear as if from one collection.
Don't mix graphics with photographs within a resource. It should either be all graphics or all photos.
Choose photographs that are similar in style e.g. colour and background.
E.g. Do not use a selection of images that have different backgrounds (realistic background, no background, coloured background).Choose graphics that appear similar in illustration and style e.g. colour palette, how realistic they look, design. See example opposite.
Example of graphics used throughout the decodable text resources. They are similar in style and therefore appear as a cohesive suite of resources.
Choosing images
Choosing images
Appropriate images
Appropriate images
Each resource published represents the department. Whilst images are crucial for developing an engaging and educational resource, it's important that you carefully analyse each image before selecting it for an SLL resource.
The photo opposite (to represent 'cook') would be considered appropriate for use in a student resource. There is nothing inappropriate in the background, students aren't holding knives and no logos/branding are visible. The clothing would be considered appropriate.
Consider the following each time you examine an image for use in a resource (select arrow):
Does this image accurately convey the word or idea?
E.g. If I were a young student who was learning to read, would I be able to understand what the image is depicting? Would it help me better understand the task, statement or question?Does the image depict anything that does not align with the department's image and policies?
E.g. violence, fighting, advocating unhealthy habits such as poor food choices, asigning specific attributes to genders, such as tough always being associated with male images and personal grooming always being associated with female images.Is there anything inappropriate (for use in a child's resource) in the background?
E.g. consider book titles on a bookshelf, photos on the wall, wine bottles visible in the background.Are there any logos or branding visible?
E.g. on clothing, accessories, food items and other household objects.Could this image potentially upset or offend our diverse range of users?
E.g. people wearing clothing that reveals shoulders or midriffs may be considered inappropriate by students/teachers/parents from certain cultures or stereotyping certain activities by race or gender e.g. doctors and important people being male and caregivers always being female.Could this image potentially upset or trigger users who have experienced trauma?
E.g. images of natural disasters, conflict and warzones.When viewed collectively do the images reflect the diverse nature of the Australian people, culture and landscapes?
E.g. images of people from a broad range of ethnicities that reflect the multicultural nature of the Australian people, images that show a diverse range of ages and abilities including representation of people with disabilities not just those in wheelchairs, depictions of a range of religious activites when suitable but not otherwise and outdoor or location images that do not just depict an urban lifestyle but also do not depict European or American ecosystems.
Quality images
Quality images
Images should also:
be clear and crisp (high definition and not pixelated)
consider the accessibility of colours.
avoid images that are very dark or overly exposed (bright)
avoid images with limited colour contrast (e.g. blue ball on a purple background).
Ensure the sizing is accessible. Avoid images that show the object too small or far away.
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