Using the Identify, Instruct, Incorporate (3‐I) Framework to Teach Graphical Literacy Skills

Graphical literacy, the ability to read, interpret, and create graphics, is essential for whole‐text comprehension, especially when reading informational texts, including children's magazines. Our research examined the graphics ( n = 416) in a popular children's magazine, Scholastic News ( N = 30), for graphic category, type, function, and connection to text. Our findings showed that most graphics are representational photographs and general images that connect easily to the main text. Some graphics were more complex and may require explicit instruction. We also found an increase in infographics, both those associated with an article and those as the main article. Based on our findings, we propose the 3‐I framework (Identify, Instruct, Incorporate) to guide teachers' graphical literacy instruction.