Infographics in the Classroom

Time, it seems that there are never enough hours in a day to complete everything that is required, especially for an educator. Yet, today, educators are required to cover all core subjects in addition to technology. Therein lies the dilemma, how to cover all the core subjects, work in technology, and keep the students’ attention the whole time. As educators, we have become talented at composing duel lessons for the sake of time. However, students’ attention span is still a sought out reward. Thus, the dilemma of an educator succeeding in creating digitally literate students does not come in covering how to be a good digital citizen, but how to gain the students’ interest in the matter. Yes, students may enjoy socializing on their favorite game or watching videos online, but that does not present a stable path for teaching digital literacy. However, infographics may offer the time-saving solution educators desperately desire. According to Turner and Hicks (2017), infographics are “a combination of words, numbers, and visual elements” (2017, p.62). Each created to draw the reader’s attention to a selected amount of information by utilizing design and color. As a teacher, one knows that students, particularly those in the early elementary grades, are drawn to bright colors and appealing pictures as opposed to plain text. So, as an educator, why not have students select a topic, conduct research, and utilize the information they find to create infographics. Utilizing infographics in any grade is doable in that infographics are “easy to make, and can also keep students engaged” (McGhee, 2016).

Video on using infographics in the classroom. 

(Meij, 2012)

By incorporating infographics in the classroom, educators can guide students in how to construct a digital argument and utilize different digital tools, while still allowing students to express themselves through creative means. Thus, keeping the students engaged throughout the lesson. As students craft their infographics, it is essential to remember that students need guidance on how the layout of the infographic can impact how the reader views the information. According to Hicks (2013), one must “think carefully about the overall message being delivered” (2013, p. 69). Thinking about the desired message is something that educators must be sure to have students continuously consider when they create digital arguments, no matter the platform. This is for two reasons. The first being that once published on the internet, what is published never goes away, no matter how many times we delete it. Thus, students must understand the impact their digital creation may have on those that read it.

The second being that as authors, one wants their word to be visually appealing so that it may draw in potential viewers. When creating anything visual, whether it be digital or physical, one always depends on the look to attract their viewers. This need for visual attraction is true for book covers, art, webpages, and tv ads. When confronted between two choices that fall in the same category, most times, people choose the more visually appealing option. Thus, as educators, we want students to understand how to create visually appealing items so that they may contribute to society when they are older. With the worldwide web expanding every day, digital objects are a great place to start.

In comparison, it is also essential for students to understand that one often needs to compare the information presented in such media before forming an opinion. To accomplish this, one may have students compare two real-life sources of information, each presenting opposite views on a specific subject or perhaps simply have students research the topic on their own.

No matter how one views it, the importance of teaching students to craft digital argument remains. In a world that is becoming more focused on the visual appeal of information, infographics may be one of the first steps to help guide students in the maze that is digital literacy. Whether it is utilizing infographics in a research project, having students create an infographic for an imaginary product, or comparing real-world infographics to determine what is more visually appealing, we as educators need to be utilizing them in the classroom creatively. As educators, we use any available sources to cover English Language Arts, Mathematics, Social Studies, and Science, so why not do the same with technology?

Below is a Prezi presentation that I may use in the classroom when having my students create their own infographics. It includes the steps I would have my students take, with some suggestions for topics I would use. Please keep in mind that this was made primarily in use for my 1st-grade classroom, therefore most of it is based on my students' abilities. However, please fill free to edit the steps to best suit your needs.

 References

Hicks, T. (2013). Crafting digital writing: Composing texts across media and genres. Portsmouth, 
      NH: Heinemann.
McGhee, S. (2016). Using infographics in the classroom. [blog post]. Retrieved from : 
      https://www.gpb.org/blogs/education-matters/2016/11/17/using-infographics-the-classroom

Meij, R. (2012, December 3) Infographics in education [Video]. Youtube. 

      Retrieved from https://www.youtube.com/watch?v=R8N8wUGwa1E

Turner, K., & Hicks, T. (2017) Argument in the real world: Teaching adolescents to 

      read and write digital texts Portsmouth, NH: Heinemann.