Visual Literacy: Part 2

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.

A – Classroom Teacher
B – Librarian
C – Administrator
D – Higher Education
E - Other
What best describes your professional position? Answer using the poll buttons underneath the participant window!

What grade(s) do you teach?
A – Grades K-2
B – Grades 3-5
C – Grades 6-8
D – Grades 9-12
E - Other
Answer using the poll buttons underneath the participant window!

From where are you joining us today? Answer using the stamping tool to the left of the whiteboard!

Visual Literacy and Nonlinguistic Representations Download these slides at: http://slidesha.re/visuallit2

Today ’s presenters Jessica Fries-Gaither Education Resource Specialist The Ohio State University College of Education and Human Ecology School of Teaching and Learning [email_address] Terry Shiverdecker Science Content Specialist Ohio Resource Center Ohio State University College of Education and Human Ecology School of Teaching and Learning [email_address]

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 Challenges in current instruction Strategies for creating infographics Infographics everyday Assessing infographics

Terminology Visual Literacy The ability to create, interpret, negotiate, and make meaning from information presented in the form of an image. Nonlinguistic Representations Include mental pictures, graphic representations of information, and even physical sensations. - Marzano et al., 2001 Infographics Visual representations of information, data, or knowledge. Integrated Text A text which combines paragraphs, headings, visual elements and design features that support and give context to one another. - Moline, 1995. Information Graphics Visual Text

A. reading the newspaper
B. browsing a website
C. reading a journal article
D. using an app on my smart phone
E. 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.” Woodleywonderworks , Flickr

Challenges in Current Instruction “ Count the number of each shape in the box." “ 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. 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?

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. Power to Learn The Mathmagic Wiki Canadian Space Agency 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

Focus on one type at a time 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.

Consider process and product http://x-zakuli-x.deviantart.com/art/buttons-makes-me-happy-117031462 Product - table - graph - flow chart Process - sorting/classifying - counting - data collection

Provide authentic contexts
Collect data
Real-world
Local
Relevant

Allow students to create the graphics independently
Writer’s workshop can encourage experimentation, allow students to refine skills
Google Image Search The 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
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.

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
Woodleywonderworks , Flickr

For More Information
I 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-8 k-8visual.info
Teaching with Infographics: Places to Start http://learning.blogs.nytimes.com/2010/08/23/teaching-with-infographics-places-to-start/

Thank you!
Jessica Fries-Gaither: [email_address]
Terry Shiverdecker: [email_address]
Today ’s slides available at: http://slidesha.re/visuallit2
Archived recording at:
http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars

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Visual Literacy: Part 2

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