Processes that involve mapping, linking, or otherwise connecting related knowledge components that are depicted visually (such as in a diagram or simulation) and verbally (such as in text or audio). Coordination may involve creating links between two representations, or forming an integrated representation from the visual-verbal information (see visual-verbal integration).
A low level example is of visual-verbal coordination would be linking a verbal reference to a visual depiction. For example, in Geometry, students need to coordinate textual references in a problem statement (e.g., angle ABC) to the visual depiction of angle ABC in a geometry diagam.
Higher level examples of visual-verbal coordination include connecting relevant conceptual knowledge represented verbally with examples of the principles that are depicted in visual form. In geometry, students need to link verbal definitions of learned geometry principles (e.g., alternate interior angles) to visual features of diagrams that instantiate those principles (e.g., the visual depiction of alternate interior angles). In Chemistry, an exmaple may be recognizing how the explanation of a solution make-up is represented in a visual diagram.