Visual Literacy: Part 2
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Visual Literacy and Nonlinguistic Representations: Part 2 April 14, 2011 Jessica Fries-Gaither Terry Shiverdecker Beyond Penguins is funded by the National Science Foundation under Grant No. 0733024.
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This presentation discusses strategies for helping students become proficient in creating infographics. Special emphasis is given to elementary school science.
Transcript of Visual Literacy: Part 2
Visual Literacy and Nonlinguistic Representations: Part 2
April 14, 2011Jessica Fries-GaitherTerry Shiverdecker
Beyond Penguins is funded by the National Science Foundation under Grant No. 0733024.
A – Classroom TeacherB – LibrarianC – AdministratorD – Higher EducationE - Other
Answer using the poll buttons underneath the participant window!
What best describes yourprofessional position?
What grade(s) do you teach?
A – Grades K-2B – Grades 3-5C – Grades 6-8D – Grades 9-12E - Other
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From where are you joining us today?
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Visual Literacy and Nonlinguistic Representations
Download these slides at: http://slidesha.re/visuallit2
Today’s presentersJessica Fries-GaitherEducation Resource Specialist
The Ohio State UniversityCollege of Education and Human EcologySchool of Teaching and Learning
Terry ShiverdeckerScience Content Specialist
Ohio Resource CenterOhio State UniversityCollege of Education and Human EcologySchool of Teaching and Learning
About Beyond Penguins and Polar Bears
•Online magazine•Professional and instructional resources•Science and literacy integration•Aligned to national standards•Multimedia
http://beyondpenguins.nsdl.org
Today’s Agenda
Review terminology
Review terminology
Challenges in current
instruction
Challenges in current
instruction
Strategies for creating
infographics
Strategies for creating
infographicsInfographics
everydayInfographics
everyday
Assessing infographicsAssessing infographics
Terminology
Visual LiteracyThe ability to create,
interpret, negotiate, and make meaning from
information presented in the form of an image.
Visual LiteracyThe ability to create,
interpret, negotiate, and make meaning from
information presented in the form of an image.
Nonlinguistic RepresentationsInclude mental pictures, graphic
representations of information, and even physical sensations.
- Marzano et al., 2001
Nonlinguistic RepresentationsInclude mental pictures, graphic
representations of information, and even physical sensations.
- Marzano et al., 2001
InfographicsVisual
representations of information, data, or
knowledge.
InfographicsVisual
representations of information, data, or
knowledge.
Integrated TextA text which combines paragraphs, headings, visual elements and design features that
support and give context to one another.
- Moline, 1995.
Integrated TextA text which combines paragraphs, headings, visual elements and design features that
support and give context to one another.
- Moline, 1995.
Information Graphics
Information Graphics
Visual TextVisual Text
A. reading the newspaperB. browsing a websiteC. reading a journal articleD. using an app on my smart phoneE. Other
When have you most recently interacted with infographics?
Answer using the poll buttons underneath the participant window!
A. Students don’t see the importance.B. Students can’t create them independently.C. Students don’t relate the graphics to the content.D. All of the above.E. Other
What’s most challenging about teaching students to create infographics?
Answer using the poll buttons underneath the participant window!
Challenges in Current Instruction
“When you’re finished writing, you can draw a picture.”
“When you’re finished writing, you can draw a picture.”
Woodleywonderworks, Flickr
Challenges in Current Instruction
“Count the number of each shape in the box." “Count the number of
each shape in the box."
“Then fill in the graph by coloring one box for
each shape.”
“Then fill in the graph by coloring one box for
each shape.”
Adapted from:http://www.kidslearningstation.com/graphing/learn-graphs.asp
Challenges in Current Instruction
http://www.myrecordjournal.com/wallingford/article_6412cb02-dd89-11df-bb8a-001cc4c03286.html
Data provided, results known in advance.
Data provided, results known in advance.
Creation of infographics is divorced from context.
Creation of infographics is divorced from context.
University of Arizona
Houghton Mifflin Math Background TN History for Kids
How can we help students become
proficient at creating
infographics?
How can we help students become
proficient at creating
infographics?
Explicitly discuss purpose of each type. Help students match
infographics to purpose.
Infographic Purpose
Flow chart Illustrate processes, instructions, cause and effect
Diagram Simplify, symbolize, or generalize a concept
Timeline Summarize events over time
Maps Express spatial relationships
Table Organize and display data
Graph Show relationships between data
Webs Show relationships between primary concept and supporting ideas
Explicitly discuss purpose of each type of graph, match graph to purpose.
Purpose Infographic Example
Comparison of discontinuous data Bar graph number of pets
Relationship between variables, change over time Line graph plant growth
Compare parts to the whole Pie graph atmosphere
Power to Learn The Mathmagic Wiki Canadian Space Agency
Focus on one type at a time
Focus on one type at a time, particularly when introducing a
type of infographic.
Focus on one type at a time, particularly when introducing a
type of infographic.
Pair creating with interpreting
Have students collect examples from newspapers, books, and online media. What features do they have in common? Evaluate and critique – which
convey their information the best and why?
Create a library of exemplars for student reference.
Have students collect examples from newspapers, books, and online media. What features do they have in common? Evaluate and critique – which
convey their information the best and why?
Create a library of exemplars for student reference.
Consider process and product
http://x-zakuli-x.deviantart.com/art/buttons-makes-me-happy-117031462
Product - table - graph - flow chart
Product - table - graph - flow chart
Process - sorting/classifying - counting - data collection
Process - sorting/classifying - counting - data collection
• Collect data
• Real-world
• Local
• Relevant
• Collect data
• Real-world
• Local
• Relevant
Provide authentic contexts
Allow students to create the graphics independently
• Writer’s workshop can encourage experimentation, allow students to refine skills
Google Image SearchThe Cypress Times
Practice in a variety of contexts
• Across curriculum ideas– Timelines combining science and social studies– Content area word clouds in art– Procedural flow charts that highlight content area
processes– Webs showing relationships between content
areas
• Recomposing
Let’s pause for questions from the audience….
Infographics Everyday
•Flow charts for morning routine, center rotation, etc.•Timeline of school events or for managing work on long-term assignments or projects•Bar graph showing where students are in the writing process
•Flow charts for morning routine, center rotation, etc.•Timeline of school events or for managing work on long-term assignments or projects•Bar graph showing where students are in the writing process
WoodleyWonderworks, Flickr
Let’s pause for questions from the audience….
How would you assess this student work?
Google Image Search
TN History for Kids
Answer by typing in the chat window!
Assessing Student-Created Infographics
What story does the infographic tell?
Consider assessing in a similar manner as a writing assignment.
What story does the infographic tell?
Consider assessing in a similar manner as a writing assignment.
Assessing Student-Created Infographics
Have students create their own rubric
-Use while building library of exemplars-Rubric might evolve over time-Peer and self-assessment
Have students create their own rubric
-Use while building library of exemplars-Rubric might evolve over time-Peer and self-assessment
Woodleywonderworks, Flickr
For More InformationI See What You Mean: Children at Work with Visual Information. Steve
Moline. Stenhouse Publishers, 1995.
Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Robert Marzano, Debra Pickering, and Jane Pollock. Association for Supervision and Curriculum Development, 2001.
Visual Literacy K-8k-8visual.info
Teaching with Infographics: Places to Starthttp://learning.blogs.nytimes.com/2010/08/23/teaching-with-infographics-places-to-start/
Thank you!
Jessica Fries-Gaither: [email protected]
Terry Shiverdecker: [email protected]
Today’s slides available at: http://slidesha.re/visuallit2
Archived recording at: http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars
