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Lesson Plan

Blogging With Photovoice: Sharing Pictures in an Integrated Classroom

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

Grades 9 – 12
Lesson Plan Type Standard Lesson
Estimated Time Five 50-minute sessions
Lesson Author

Krista Sherman

Mason, Michigan


International Literacy Association



From Theory to Practice



Photovoice is a technique that has participants take photos in response to a prompt, reflect on the meaning behind three of their photos, and share the photos to find common themes. It is an ideal strategy for all forms of classrooms, from those with only severely learning disabled and cognitively impaired students to integrated classes. In this lesson, students are given a prompt, take photographs in response to it, post reflections on a blog, and search for commonalties while relating the pictures back to characters in texts they have read. It can be used as a prewriting activity for essays or other assignments.

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Grisham, D.L., & Wolsey, T.D. (2006). Recentering the middle school classroom as a vibrant learning community: Students, literacy, and technology intersect. Journal of Adolescent & Adult Literacy, 49, 648-660.

  • Electronic discussions, when combined with face-to-face interactions, can facilitate community building and allow students to have control over the topics they are discussing and to work together to construct meanings and make connections.

  • Online discussions that do not occur in real time "are interactive, like discussions, but thoughtful, like written discourse". (p. 652).


Wang, C. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24, 369-387.

Using the Photovoice strategy, participants engage in critical reflection. It provides a unique way for participants to identify and represent their communities visually.


Heard, G. (1995). Writing toward home: Tales and lessons to find your way. Portsmouth, NH: Heinemann.


McAlister, K.M., Nelson, N.W., & Bahr, C.M. (1999). Perceptions of students with language and learning disabilities about writing process instruction. Learning Disabilities Research & Practice, 14, 159-172.

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