Creating the Digital Infographic Making Paper

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Instructions for Creating the Digital Infographic

The topic for your infographic must be selected from the list of topics provided for the Annotated Bibliography assignment. It is encouraged that you use the research from that assignment to help you start the Infographic, but if you'd like to switch to a different topic it's up to you.

Include the following required sections in your infographic:

  • Infographic Title
  • Introduce the emerging technology
  • Benefits/opportunities and/or challenges/problems/implications
  • Discuss/Demonstrate one of Rogers' theories of innovation diffusion as it relates to your chosen tech.
  • Sources

A note on sources: there should be at least 3 credible information sources in your infographic and also noted at the bottom of the Infographic. These sources should be cited in APA format. All statistical data and information is to be from reputable sources and relevant to your emerging technology innovations topic, target audience(s), and focus.

If you wish and still have room, you can also work in one or more of these additional sections to your infographic:

  • An additional discussion/demonstration of another of Rogers' theories of innovation diffusion
  • How the emerging technology works
  • History/evolution of the emerging technology
  • Future direction for this technology

Note: Items are to be included as applicable to add value to the infographic. Don't add elements if they confuse or distract your central points.

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Step-by-Step Process of Creating the Infographic with Required Elements

Important! Refer to the following Resources to assist you in creating your infographic:

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You will also identify ONE question for inquiry as the primary focus of your selected emerging technology innovation topic. The following are possible topics that can be selected for the Annotated Bibliography (and can be used for the Infographic as well): Note: Some of the topics below are too broad in nature and will need to be narrowed by identifying a subtopic (for example, "Artificial Intelligence" is too broad but "Artificial Intelligence in Medical Instrument Design" is a better fit). • • • • • • • • • • • • • • • • • Artificial intelligence Wearable devices Organs-on-chips Augmented reality (AR)/virtual reality (VR) Robotics Drones (surveillance, delivery, personal and commercial) Sensors (embedded, nanosensors, the Internet of Nanothings, etc.) Internet of things (feedback devices; big data; smart sensors, cameras, software, databases, and massive data centers in a world-spanning information fabric) Implantable nanochips Smart houses Contactless information sharing (e.g., QR Codes, NFC) 3D printing Home security/personal security Next-generation batteries Blockchain Intelligent analytical mapping Other topic as approved by the instructor (must be approved before 6/3) Industry Related to the Technology Topic To help you brainstorm and narrow the scope of your technology topic, you may want to consider a specific industry for your selected technology topic, such as the following: • • • • • • • • • • • • • • Retail stores or online retail Real estate Electronics & technology Food & beverage Banking and finance Publishing Automotive Health care and medical Childcare Cosmetics/beauty Exercise and weight-loss Transportation Manufacturing Pharmaceutical • • • • • • • • • • • Agriculture Legal & politics Environment and energy Government Service-oriented Education/Training (K-12, college, online, corporate training, vocational training) Social relations (e.g., online dating) Public relations, marketing, advertising Entertainment and leisure Sports Other industry/sector Process of Creating an Infographic The Infographic is comprised of well-integrated images, text, and statistics that tell a data-driven story. Follow the step-by-step process (below) to create your unique Infographic. Be sure to complete all steps! Note: The "Google Yourself Challenge" Infographic by Anson Alexander, is used as an example to illustrate this process. However, this infographic is not representative of the size or scale of the assignment you're required to do for class. Step 1 Look at examples of technology-related infographics to become familiar with the design and components, if you haven't already done so. Important! Be sure to also review "What is an Infographic?" in Stage 1 of the Infographic Project for best practices in creating an infographic. Step 2 Research further (before creating the Infographic in Piktochart) as a continuation of the sources you initially identified in your Annotated Bibliography to identify all sources to obtain both information and statistical data for your infographic for your emerging technology innovations topic, focus (answer the ONE question), industry, and target audience(s). You will need 3-5 relevant and reputable sources (text and statistical data) that will be integrated into the Infographic and referenced in the Sources section of the Infographic. Draft the "Story" of your infographic, which includes a beginning, middle, and end with a clear focus (i.e., answer the ONE question). Consider the readability of your text for your target audience(s) and write in plain language. Tip! Chunk your information. Keep in mind, an infographic typically is comprised of 4 (or more) blocks or sections in a relatively narrow space. Keep it simple and straightforward. Step 3 Include the following required sections in your infographic: • • • • • Infographic title Introduce the emerging technology Benefits/opportunities and/or challenges/problems/implications Discuss/Demonstrate one of Rogers' theories of innovation diffusion as it relates to your chosen tech. Sources (citations should be in APA format) Note: Any other items are optional and are to be included as applicable to add value to the infographic. Create a free account on Piktochart, a web-based tool, to create your infographic. Go to: http://piktochart.com/ (Links to an external site.) Step 4 Refer to the following resource to assist you in using Piktochart: • Piktochart Help: https://support.piktochart.com/ (Links to an external site.) Design the infographic in Piktochart. Choose from a 'theme' (template) or start from scratch. There are ready-made themes (templates, as shown below) available in the free version that can assist you in creating your Infographic, or you can start from a blank page ("PRO" templates cost a fee). See: (Links to an external site.)https://piktochart.com/templates/ (Links to an external site.) Step 5 Note: Be aware that you may need to modify and customize a theme if you select one of Piktochart's free template as you build your infographic. You could also choose to start from scratch with a blank canvas. Colors and Extras in Piktochart. Select colors, background (solid is recommended), icons, text, fonts, etc., for your design. Keep in mind that an effective infographic incorporates elements of good design: visually appealing; images and icons contribute to the overall message and support the data; color and font choices are legible and enhance the design; text, images, and data are organized well on the infographic with effective use of space to communicate ideas. Step 6 Piktochart's icons work well for the visuals in your infographic. You may also use images outside of Piktochart, if desired, but you will need to consider file size (save smaller image file sizes) and resolution as you upload and insert the images into your infographic. Tip! If you are going to use graphic images from outside of Piktochart, you can obtain images with a "Creative Commons License" that gives permission to use others' images. Do an "Advanced Search" on Flickr (see: https://www.flickr.com/creativecommons/ (Links to an external site.)) and enter your keywords in the Search box and then scroll down and select the option "Only search with Creative Commons-licensed content." Build the pieces/sections of your infographic in Piktochart: • • Title of Infographic (required). Introduction (required) that explains what you are about to share with a basic stat or fact to start the infographic and engage viewers. Here's an example of a Title and Introduction in the "Google Yourself Challenge" infographic: Step 7 • Benefits/opportunities and/or challenges/problems/implications. The inferred "benefit/opportunity" in the "Google Yourself Challenge" Infographic is that social media allows people to stay in touch with friends and family and network with others. However, the infographic clearly focuses on the "challenges/problems/implications" of sharing personal information out on the 'web' for all to see, as shown below. There are 2 sections/blocks in the infographic addressing this. • Sources (required) to give attribution to images, information or statistics obtained. You should provide the URL that goes directly to that source. APA formatting of your sources is required. Tip! To refer to the complete "Google Yourself Challenge" Infographic, go to: http://ansonalex.com/technology/googlingyourself-and-why-it-is-important-infographic/ (Links to an external site.). Step 8 Preview your Infographic in Piktochart. Re-examine the readability of your infographic (from Step 3) and revise, as needed. Proofread and edit your infographic for errors in grammar, punctuation, misspellings, etc., as needed. Step 9 Publish your infographic in Piktochart. You can download the infographic image as a .jpeg or .png file and upload/attach to the Canvas Assignment. FEATURE All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Recipefor an Infographic “A creative process may begin with a flash of a new idea or with a hunch. It may just start as noodling around with a problem, getting some fresh ideas along the way. It’s a process, not a single event, and genuine creative processes involve critical thinking as well as imaginative insights and fresh ideas.” —Sir Ken Robinson (2009) Debbie Abilock debbie@noodletools.com 46 Knowledge Quest | Inquiry Connie Williams chwms@mac.com All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. A merica’s Test Kitchen, located just outside of Boston, strives to develop absolutely the best recipes for popular dishes. Staff members test each recipe “30, 40, sometimes as many as 70 times, until we arrive at the combination of ingredients, technique, temperature, cooking time, and equipment that yields the best, most-foolproof recipe” (America’s Test Kitchen 2014). Inspired by their patience and precision, we decided to develop a teaching recipe that would consistently engage students in open-minded inquiry. In accordance with Common Core State Standards CCSS.ELALiteracy.CCRA.R.7 and CCSS. ELA-Literacy.CCRA.R.8, students would select and weigh textual, visual, and quantitative evidence and reason dispassionately in order to arrive at a unique synthesis imaginatively presented in an infographic. We have begun the process: testing many ideas, observing lessons in action, and viewing student products. As systematic “bakers,” we expect to test, adapt, review, and learn from our failures. We invite you into our infographic kitchen to help us create an instructional sequence that consistently yields high-quality learning for students. Infographics, Not Posters Infographics can be engaging alternative products of research because the multimodal format invites students to make sense of complex information by applying multiple literacies. An infographic is a claim expressed through visual metaphor, conveying the creator’s fresh understanding of relationships, expressed through a judicious selection and arrangement of visuals, evidence, and text acquired during inquiry research within a discipline. However, as we looked into classrooms, searched the Web, and spoke with classroom teachers, we learned that most infographic assignments resulted in what we would label as posters. Essentially, these products were the equivalent of David Loertscher’s “bird reports”— representations of loosely related facts and numbers, sometimes verified and paraphrased, displayed visually. We hypothesized that the student engagement enthusiastically reported by teachers came primarily from using novel technology, not from inquiry learning. If we were to devote time to teaching infographics, the product must be more than an attractive visual collage of statistics and facts; it should demonstrate understanding (per CCSS.ELALiteracy.CCRA.W.7). Inquiry, Not Advertising For guidance we looked first to applications outside school settings. We observed that many popular infographics were advertisements that, subtly or not so subtly, cherrypicked evidence to persuade a target audience of a predetermined conclusion. The designer was not hired to investigate an issue, nor was the purpose of the infographic to invite an audience to think through alternative solutions to a problem. Rather, these real-world infographics employed selectively shaped evidence to support one-sided reasoning. The audience “buys” (a product, idea, or belief) based on a delightful design—an aesthetic response that doesn’t consider alternative viewpoints or question the premises. We contend that students are doing too many of these persuasive infographics; schools cannot simply become training grounds for advertising and marketing agencies. We believe that assigning persuasive infographics encourages the equivalent of the “backwards” paper in which students first arrive at an a priori conclusion and then write the paper, and, finally, search for sources to support their claims and pad their bibliographies. Indeed, if there was one inquiry disposition we especially wanted to develop in our students, it was an open mind. The key lay in instructional design. Argument, Not Persuasion The shift in our thinking from persuasion to argument enables us to describe our ideal infographic assignment as an opportunity for students to open-mindedly explore a complex problem (per CCSS. ELA-Literacy.RH.11-12.7) using disciplinary and new literacies. We imagine a process in which students develop a research question within a domain, investigate a variety of claims and evidence wherever they lead, play with connections and assess contradictions, and wonder about the possible significance of their findings (per CCSS.ELALiteracy.CCRA.W.8). Not only will students experience a discovery process and acquire disciplinary knowledge, but they will also analyze different options, construct a logical argument, reason through examples and analogies using multiple literacies, and learn that complex problems have qualified solutions from which new questions naturally arise. Well worth the effort, the result is an "ah-ha!" for both the creator and the audience. One way to reframe this teaching challenge is to think about a specific purpose, genre, and product—in much the same way as the president’s advisors develop their daily briefing Volume 43, No. 2 | November/December 2014 47 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. for him each morning. They offer their expert judgment by synthesizing complex issues and representing the strength of various positions honestly to provide the president with a complete brief so that he can make an informed decision. Rather than suppress rebuttal evidence, disguise commercial motives, or manipulate an audience’s self-interest or identity, we would like students to presume that, like the president, members of their audience want coherent information, fairly presented, so that they can reason through the curated evidence in order to understand and evaluate the merits of the claims. This is sensemaking, not opinion-making (per CCSS.ELA-Literacy.RI.7.8). Real-World Models In real life we see argument infographics in investigative news, scientific papers, research studies, policy papers, and technical reports. The Upshot column edited by David Leonhardt for the New York Times and the FiveThirtyEight blog by Nate Silver and others are examples of conversationally written arguments in social media that use infographics to invite an educated reader into dialogue with the author and his sources. Rather than “eye candy—luscious but not nutritious” (Abilock, BergsonMichelson, Fontichiaro, and Seroff), their visualizations employ photographs, charts, and graphs to elucidate ideas better than words alone can do. As we began our own inquiry journey into instructional design, we wondered if we could craft an assignment that included a series of feedback loops so that students would create an argument infographic 48 Knowledge Quest | Inquiry i wonder... of substance (per CCSS.ELA-Literacy. CCRA.W.8). For that achievement we needed to think more about the teacher’s learning goal and how it would be assessed. Time for Friction The basic premise that emerged from our conversations was that the majority of student time should be spent prior to constructing the infographic. We identified teaching interventions, four key opportunities for “friction,” where we could slow students’ thinking (Abilock 2014a): 1. Craft a working inquiry question through exploratory pre-research. 2. Re-research and curate relevant sources to follow other lines of inquiry, harvest potential subquestions, and identify common knowledge. 3. Select and closely read key resources to pinpoint disagreements and assess relative authority. 4. Extract essential notes, then re-read, annotate, and tag ideas, evidence, and data to compare and organize them. From Topic to Inquiry Many school and college librarians hope that the instructor’s assignment will position students for inquiry. In reality, whether students are doing college research or second-grade animal reports, they often come to the library with broad topics. Jay Joel Burkholder, instruction librarian and assistant professor at York College of Pennsylvania, shared with us that his business school students define their assignment as “to research a company.” We’ve seen equivalent assignments in K-12 schools such as “Pick a topic from any time period we’ve studied this year...” or “Write about climate change.” Students dutifully attempt to interpret these instructions, but, without the benefit of careful instructional scaffolding, they are unable to narrow the scope and uncover a topic that is both interesting and doable. To gain teacher buy-in for reworking their assignments, Kristin Fontichiaro suggests somewhat tongue in cheek that we model the student’s search process for the teacher: If the teacher stands firm on dehydrating a source into discrete facts and then rehydrating those facts into an essay, it can be illuminating to model a sample student search: ‘So, to research this, a student would search for… and then he’d click on the first link… aha! There’s the answer! Yipes! That was awfully fast. Is that what you were hoping for?’ (2014, 50) Connie, a school librarian at Petaluma High School, respectfully requests a meeting with the All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. What Is an Argument? (CER+A) Claim/thesis Backed up with Evidence Reason why the evidence supports the claim Alternatives to consider (Rebuttal) teacher before the infographic is assigned. She explains that, if they can identify the learning goal—for example, how the infographic demonstrates students’ understanding of a big idea taught during the unit—she will be responsible for helping students develop a question that focuses on making new connections within learned material or applying the big idea in a novel way (Wiggins and McTighe 2005, 163). Debbie, the other author of this article, has identified infographics and student work (Abilock 2014b) that can help educators define high-caliber work and craft lessons that result in quality argument infographics rather than “eye candy” visuals. She conducts professional workshops for educators and librarians with “EyeCandyShop Thinkers” Kristin Fontichiaro of the University of Michigan, School of Information in Ann Arbor; Tasha BergsonMichelson, instructional and programming librarian; and Jole Seroff, director of library and information services, both of Castilleja School in Palo Alto. When advance consulting isn’t possible, Connie has begun offering a version of “concierge service” (Abilock, Fontichiaro, and Harada 2012), working one-on-one with students by appointment on any aspect of their research. As she guides a student through a pre-focus exploration (Kuhlthau 2004, 47) to stimulate initial wondering, she may pull an encyclopedia article for a “read-through” to seed questions based on themes, single events, or interesting people. If she senses that a student is apathetic about a chosen question, she will ask motivating sub-questions related to a student’s personal interests so that, rather than taking notes, the student begins to take note of how, for example, sports or clothing styles might have been influenced by attitudes toward race or gender during an era. The challenge of an inquiry process is moving from meandering “wonders” toward focused questions while maintaining the student’s motivation. A number of general questioning strategies have emerged from literacy research to steer instructional winnowing. Cornelia Brunner (quoted in EDC 2012) modifies Donna Ogle’s K-W-L questions (1986) to frame that process: • What do I want to know about this topic? • What do I need to know? • What do I know already, and how do I know it? • What might a possible answer be? first question: “What do I think I know?” (2012, 108). Violet H. Harada, emeritus professor, Department of Information and Computer Science, University of Hawaii at Manoa (quoted in Fontichiaro 2014, 50), suggests Cloze questions that scaffold a type of thinking (e.g., compare and contrast, cause and effect): • How would ________ be different if there had been no ______? • How would _______ have changed________? • How did power impact ________? Deborah Levitov, previously a school librarian and coordinator of library services in Lincoln, Nebraska, who is currently the managing editor of School Library Monthly, recommends a traffic light metaphor of red light (convergent) versus green light (divergent) to frame students’ selfassessment of their researchable (green light) questions: • Does your question lead you to more information? • Are you asking “why” or “what if”? • Does your question make you investigate further? • Does your question make you think of more ideas? (2009) Gayle Gregory and Amy Burkman propose alternative wording for the Volume 43, No. 2 | November/December 2014 49 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. The Missing Piece: Authentic Context What is absent from these questioning strategies is recognition of the necessity for a genuine audience or authentic disciplinary purpose, precisely those elements that can motivate students to care about their topic and process. Therefore, when creating an argument infographic, the student’s working questions must address five elements: 1. Who is an audience that cares about this problem? 2. What is the problem or issue that they care about? 3. What choices, options, or trade-offs will they need to consider in order to make a decision? 4. What types of thinking will you have to do to organize the information you gather? 5. What content have you learned that you can draw on? We recommend that students use our Infographic Question Matrix (figure 1) to compose each of their draft questions so as to ensure that all five elements (audience, problem, choices, thinking, and content) are addressed. In particular, the type(s) of thinking they expect to do informs how students will organize their information in preparation for synthesis. A common misconception is that inquiry starts with an immutable, clearly formulated question. On the contrary, the question evolves during inquiry. Our matrix elements and the corresponding questions were revised multiple times based on what we learned during pre-search and re-research. Students must be encouraged (and even celebrated) as they continue to refine the wording in their cells, including the thinking category, as they evaluate source authority, weigh evidence, and organize facts, images, and data. Scaffolding Synthesis Inquiry—sometimes messy and even meandering—requires a systematic way to manage ideas, data, and other information as students uncover connections and perceive new patterns, evolving toward synthesis (Abilock 2014b). If we expect students to think (as opposed to just organize by keeping quotes connected to citations), they must sift, order, compare, and evaluate Example One: Infographic for a U.S. Government Class AUDIENCE their notes multiple times. Students working offline can use sticky notes or paper note cards of different colors to make notes and organize them into various categories. Online note cards enable students to tag by color, process, and keyword criteria (names, concepts, themes). By flexibly organizing notes in combination, then regrouping, and sorting categories into thinking diagrams, students will develop additional subquestions for their outline. As they review their notes, students may find that they started out with cause-and-effect reasoning but are now comparing and contrasting information. Re-reading, annotating, evaluating—and then tagging, ordering, reordering— help them identify the strongest evidence for their claims. It enables them to construct a reasoned argument that is understood by and useful to a specific audience for a particular purpose. When combined with the teacher’s and librarian’s just-in-time, right-inplace formative feedback in online note cards, students experience the necessary “friction” that will result in the deliberative thinking essential for inquiry research. PROBLEM CHOICES Working Question: What options do undocumented immigrants have to gain legal status? 50 Knowledge Quest | Inquiry All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Infographic Question Matrix AUDIENCE PROBLEM CHOICES THINKING CLASS CONTENT Enumerate, describe Immigration policy Example One: An infographic for a U.S. government class Undocumented immigrants Legal status Legal options Working Question: What options do undocumented immigrants have to gain legal status? Example Two: An infographic for a school recycling initiative Our town Treating consumer electronics waste Economic trade-offs Compare and contrast, ranked results Recycling Working Question: What economic trade-offs should our town consider for treating consumer electronics waste? Example Three: An infographic for a health education class Doctors Bacterial resistance to antibiotics Treatment options Cause and effect, classification Wellness (health education class) Working Question: How might doctors reason through their treatment options to minimize bacterial resistance to antibiotics? Example Four: An infographic for a world history class Sunnis and Shiites Sectarian violence in Iraq Conflict resolution options Problem(s) and solutions, compare and contrast Northern Ireland conflict Working Question: How might the provisions and process of crafting Northern Ireland’s Good Friday agreement provide Sunnis and Shiites with strategies and solutions to sectarian violence in Iraq? Example Five: An infographic for an elementary school unit on bees My parents Bees dying off Best plants for my yard that I can help grow How honeybees get their food List, evaluate, rank Working Question: What are the best plants to grow in our yard that my parents and I can plant to give honeybees the food they need to stay healthy? Figure 1. Infographic Question Matrix to structure students’ thinking about the components of an inquiry question. Volume 43, No. 2 | November/December 2014 51 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Translating Thinking into Design Essentially an argument infographic is intellectually designed as a coherent and creative response to an inquiry question. The next task is to organize information visually. Many educators steer students to Richard Saul Wurman’s LATCH acronym (Location, Alphabetical, Temporal, Categorical, and Hierarchical) (2001). If a student is merely rehashing ready-made information on a poster or pushing a preconceived position into an infographic, LATCH is sufficient because its purpose is to shape the design output. It does not help students organize the thinking that they must do before choosing a fitting display to communicate it. For example, the “A” (alphabetical organization) is, by nature, random and likely to result in forced connections, a shortcoming often evident in picture-book alphabets. On the other hand, while an alphabetical design doesn’t work for an entire infographic, an alphabetical index can provide quick access to definitions of specialized vocabulary (What does afforestation mean?) or symbols (What does N2O stand for?) or as a legend for a map in one section of an infographic. In contrast, we propose using an Infographic Design Matrix (figure 2) to scaffold students’ use of evidence for each question and sub-question prior to visualizing an overall design. This second matrix prepares students to create what we’re naming an Infographic Storyframe, a rough-draft design of a final infographic. Scaffolding Visual Design When the student is ready to make design decisions, the Infographic Storyframe uses a combination of storyboarding and wireframing to 52 Knowledge Quest | Inquiry plan the graphic design of the final visual product. A storyboard is a progression of squares that sequence the images in a video, photo shoot, multimedia news story, puppet show, or other type of storytelling. A wireframe visually maps the relationship among elements on a proposed webpage or website. For an Infographic Storyframe the student uses sticky notes on paper; the notes are connected by lines, arrows, circles, etc. to plot the progression and relationship of the elements within the confined space of the infographic. Continue to encourage students to experiment — this time with reorganizing their storyframes multiple times to test which display best addresses their infographic questions. Provide opportunities for audience feedback. For example, teachers can orchestrate a gallery walk to elicit peer feedback. Or pairs of students can exchange storyframes without the corresponding inquiry questions so that each student can speculate about the question that their partner’s infographic draft addresses. By giving students access to multiple sources of feedback on their paper design, you deepen their thinking and motivate them to do high-quality inquiry before they become wedded to a single attractive format for their digital product. In addition, the subjectarea teacher can use the storyframe to assess content knowledge and provide low-stakes feedback before the polished infographic is holistically assessed with a rubric. Stephanie (name changed) is working on an infographic for AP U.S. History about the Columbian Exchange. She believes that she will show that Columbus had an immense impact on the natives he encountered but that their impact on him and, ultimately, the rest of Europe was minimal. She has facts and ideas on how to present those facts, but, as she begins to associate the facts she has with discrete images, she realizes that the discoveries that Columbus brought back to the “Old World” indeed made an impact. Her infographic changes from being a critique of colonization to one about how cultures clash, change, and learn from one another. Her new visualization would never Invitation to Cook with Us have come about if she hadn’t been As part of our workshops and presentations over the past two years the EyeCandyShop thinkers have been refining a rubric (Abilock, Fontichiaro, and Bergson- encouraged to keep an open mind and to take time to “play” with her notes. All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Infographic Design Matrix INQUIRY QUESTION SUB-QUESTIONS ORGANIZING INFORMATION VISUALIZATION WITHIN THE INFOGRAPHIC INFOGRAPHIC DESIGN What is the single driving question that my information answers? Who needs this information? What sub-questions help me mine data and evidence for my question? How might I organize each pile of evidence to help me synthesize my thinking about each sub-question prior to deciding how to display it in a section of an infographic? What is the best way to display that specific sub-synthesis in my infographic? (Storyframe) What metaphor or visualization or design coherently presents my entire inquiry question to that audience? What options do eco-tourists in California have to view orca whales and learn more about their behavior in captivity and in the wild? (Audience: Tourists in CA) Are whales smart? How do the brains of humans and orcas compare? Do orcas act differently in captivity than in the wild? Parallel columns to record the function and volume of each brain region and the percentage of the whole that each region occupies in each animal Parallel columns to compare behaviors they would see Two brain maps show the regions by volume with matching colors for similar functions for a human and an orca whale Pictures of orcas in different locations connected to a map of California Might a geographical map with place markers and legends be useful to tourists? What about a large tourist poster? Maybe everything fits inside the shape of an orca whale? A tour bus or boat? How can we reduce the crime rate in East Palo Alto? (Audience: Palo Alto and East Palo Alto town council members) Why does the number of crimes increase in densely crowded, poorer neighborhoods? Matrix to collect information by neighborhood in columns for population density, median housing prices, and crime incidents A graduated circle map showing clusters of crime incidents by neighborhood (Midtown, Professorville, College Terrace, etc.), with population density shown by color and median housing prices in the legend Student brainstorms Do we have an effective plan for managing injuries from a terrorist act within the United States? (Audience: Department of Homeland Security) How does a hospital decide what type of injuries to treat first? Flowchart showing triage options by steps A decision tree to show how triage works in a hospital emergency room Student brainstorms How could we translate A Prayer for Owen Meany into a movie? (Audience: Movie producers) How does the order of the events contribute to the understanding of the main characters? Timeline to sequence the order of events with notes about Owen’s and John’s character development and relationship A storyboard of the selected flashbacks Student brainstorms What lessons can Hebei Province learn from our industrial revolution? (Audience: President Xi Jinping and the Chinese government) How did technology inventions affect the way that our country grew and changed? Fishbone for the causes and effects by type A display of the effects of our industrialization under snippets from actual news stories about China’s industrial problems Student brainstorms Should child offenders be sentenced to life without parole? (Audience: United States Congress) How does the United States court system currently handle appeals from local court decisions? Hierarchical diagram with flow chart lines A chart of the process for appealing decisions from lower courts up to the Supreme Court Student brainstorms What dog should you get me for my birthday? (Audience: My parents) Which dog is best for a family with a small apartment and young children? Venn diagram to compare types of dogs by three criteria Pictures of dogs grouped by signs (e.g., “Easy to Train,” “Small Size,” and “Low Shedding”). Student brainstorms Figure 2. An Infographic Design Matrix to structure students’ thinking about how parts of the display will address questions and sub-questions. Volume 43, No. 2 | November/December 2014 53 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Tools to Make an Infographic WAYS TO VISUALIZE DATA TOOLS Google [drawing tools] Both of these use drawing tools to create posters / infographics PowerPoint EASE OF USE THE GOOD Have standard drawing tools; once you know how the tools work, the files are easy to reuse Download images, use text boxes; a myriad of options are available GOOD TO KNOW Create in Google and save to your drive. PowerPoint: A single slide with flexible drawing tools NCES Graphs Designed for younger students; easy to use Many graph templates provided Having previous knowledge of how graphs work will help Chart Chooser Charts Knowledge of Excel important Many choices If you don’t know Excel, learning will take time Infogr.am Graphs Easy to use, especially if you have data ready to go Can download charts Easily sharable Easel.y* Variety of visualization options Drop and drag visual is intuitive; no previous skills required Text and images are simple and can be manipulated to create various “looks” Completed infographic can be downloaded for printing; has an easel.y “look” to it Piktochart Allows you to choose a variety of presentation styles Intuitive editing options Many themes available in the free version Only Pro allows for download; make screenshot or share via social media Dipity* Timeline maker; social media timelines Allows inclusion of events, images, and text Integrates Web information easily Online only * Easel.y was named an AASL Best Website in 2013; Dipity was named an AASL Best Website in 2011. AASL Infographic Contest AASL is hosting an infographic recipe contest for adults. Craft your own infographic to teach students how to create an infographic as a product of inquiry. Post your submission on AASL’s Facebook page at . Test the rubric on your submission and post your feedback as part of your submission. AASL members will then vote for the entry they think best displays how to create an infographic through inquiry. The winning entry will be featured on AASL’s website and through AASL’s Hotlinks newsletter. 54 Knowledge Quest | Inquiry All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Michelson 2014). Join us in testing this argument infographic rubric by applying it to your students’ work or asking your students to revise it to fit infographics they are making. We’ve only begun testing other parts of our “recipe.” We know that by closely observing individual student’s visual choices we will gain a better understanding of, for example, the culturally constructed meanings attached to color, composition, and stylistic approaches. We feel sure that cultivating an open-minded disposition and thoughtful inquiry strategies will benefit students’ civic literacy and creativity. We expect that students’ thinking about the interaction between a complex text and images in the service of a purpose and audience will improve their reading comprehension. But we need your help. Join us in the collaborative test kitchen to cook up a rigorous learning experience that engages students in imaginative inquiry and high-quality learning. Debbie Abilock, a former school administrator and school librarian, cofounded and directs the education vision of NoodleTools. She writes Adding Friction, a column in Library Media Connection , and her recent publications include a co-authored award-winning reference book Growing Schools: Librarians as Professional Developers (Libraries Unlimited 2012) and a contributed chapter in Mining Complex Text: Using and Creating Graphic Organizers to Grasp Content and Share New Understandings (Corwin 2014). She speaks internationally and consults in schools. Connie Williams is the school librarian at Petaluma High School in Petaluma, California. She is a past president of the California School Library Association; cofounder of Classroom Learning and School Library Learning 2.0 tutorials; author of articles for Library Media Connection, Knowledge Quest, and other journals; and author of the chapter “They Call It Learning” in Growing Schools: Librarians as Professional Developers (Libraries Unlimited 2012). She presents at library, social studies, and other conferences. Works Cited: Abilock, Debbie. 2014a. “How to Design Deliberate Thinking into the Research Process.” Library Media Connection (January/February): 44–45. (accessed August 18, 2014). ———. 2014b. “Analyze an Infographic.” (May 20). (accessed August 18, 2014). Abilock, Debbie, Kristin Fontichiaro, and Tasha Bergson-Michelson. 2014. “Rubric: Under Construction.” (June 11). (accessed August 18, 2014). Abilock, Debbie, Tasha BergsonMichelson, Kristin Fontichiaro, and Jole Seroff. 2014. “No More EyeCandy! Inspiring Visual Imagination, Assessing Visual Creativity.” Presentation at ALA Annual Conference, June 29. Las Vegas, NV. Abilock, Debbie, Kristin Fontichiaro, and Violet H. Harada, eds. 2012. Growing Schools: Librarians as Professional Developers. Santa Barbara, CA: Libraries Unlimited. America’s Test Kitchen. 2014. “What Is America’s Test Kitchen?” (accessed June 21, 2014). Education Development Center. 2012. “How To: Inquiry.” (accessed June 22, 2014). Fontichiaro, Kristin. 2014. “What Do You Want the Students to Learn?” School Library Monthly 30 (4): 50. Gregory, Gayle, and Amy Burkman. 2012. Differentiated Literacy Strategies for English Language Learners, Grades K-6. Thousand Oaks, CA: Corwin. Kuhlthau, Carol Collier. 2004. Seeking Meaning: A Process Approach to Library and Information Services, 2nd ed. Westport, CT: Libraries Unlimited. Levitov, Deborah. 2009. “Red Light, Green Light: Guiding Questions.” In 21st Century Learning in Schools, edited by Kristin Fontichiaro. Santa Barbara, CA: Libraries Unlimited. Previously published in 2006 in School Library Media Activities Monthly 22 (2): 25. Ogle, Donna M. 1986. “K-W-L: A Teaching Model That Develops Active Reading of Expository Text.” Reading Teacher 39 (6): 564–70. Robinson, Ken, and Amy M. Azzam. 2009. “Why Creativity Now? A Conversation with Sir Ken Robinson.” Educational Leadership 67 (1): 2226. (accessed August 19, 2014). Wiggins, Grant P., and Jay McTighe. 2005. Understanding by Design, 2nd ed. Alexandria, VA: ASCD. Wurman, Richard Saul. 2001. Information Anxiety 2. Indianapolis, IN: Que. Volume 43, No. 2 | November/December 2014 55
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Running head: SUB- QUESTIONS

Sub- Questions
Name
Course Number
State, University
Instructor
Date

SUB- QUESTIONS

2

What sub-questions help me mine data and evidence for my question?
Some of the questions that can aid me in gaining evidence and data regarding my
question include; Why is the information important, Why does the audience require the
information?, What is the issue at hand? What is primarily required?
Are Whales Smart?
It is imperative to denote that whales are smart creatures.Ideally, whales are presumed to
be intelligent species and they have the biggest brain in the world. Whales have a large cortex
hence the rationale for their intelligence. Wh...


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