I have a love-hate relationship with technology, as some of my previous posts on the topic may suggest, but I’m trying to overcome my knee-jerk rejection of technology in the classroom, which seems to be largely caused by my frustration with trouble shooting technology problems. As usual lately, this post was inspired by my Pinterest addiction (a good indication that I am an all too frequent user of technology outside the classroom). So today I’d like to share some thoughts on how I can envision using infographics in the classroom.
Because of my Pinterest addiction, I’ll begin with an infographic entitled “Professors, Peers, & Pinterest.” 🙂
Okay, back to infographics in the classroom!
Assigning students (or groups of students) to create their own infographics seems to me to be a fun and useful assignment in an English classroom. In terms of the composition classroom, infographics are a unique form of communication, incorporating images, charts, and researched statistics or other information to educate and inform an intended audience (general or specific). Infographics thereby become a distinct genre of communication, with a specific purpose and audience.
Yet it is a genre quite different from the typical kinds of writing I usually assign in my composition classroom (think summary, analysis, and argument). Although related to summary (info graphics are, after all, a summary or even synthesis of information and research), communication in this genre occurs not through sentences and paragraphs but mainly through images. It appears to be a more obviously creative form of communication that I think might appeal to students with a creative bent, as well as an opportunity for students to consider the creation, layout, and appeal of a visual form of rhetoric.
An infographic assignment could be a welcome break from the typical written assignment and seems an ideal way to transition to a researched argument paper. It would offer students an opportunity to practice their researching skills, including the evaluation and citation of sources, and it could even accompany (or replace) an annotated bibliography.
An infographic assignment is a bit more difficult to incorporate into a literature classroom, but I think there are still some available options. I’m intrigued by the idea of using infographics to present reader-response information following each text. For instance, groups of students would be responsible for creating a survey for their classmates to complete after reading each assigned text; survey results then would be transformed into infographics to be presented to the class and/or uploaded to the course wiki or blog. Surveys could ask questions regarding the speed of reading (such as whether students read only assigned pages or read ahead–and even why they read at that speed) and/or students’ enjoyment of, comprehension of , completion of, or agreement with the text. Whether students are reading a bound or digital copy of the text would also be interesting to know.
If someday reading speed could be calculated as it was for this “How We Read Jane Austen’s Pride & Prejudice” infographic, it would be an amazing tool. But as an instructor, I think it could be helpful to receive such anonymous feedback concerning my student’s interaction with specific texts. For instance, a text that is more appealing to female readers, as the infographic suggests Pride & Prejudice is, would preferably be balanced by a text more appealing to male readers. Moreover, knowing whether students finished reading or understood the text is equally important, and I think students would be more likely to admit such information to their peers in an anonymous survey than to me in anonymous feedback submitted to the instructor.
Or infographics could be created to provide background information on literary texts before or while reading. Such an assignment in the literature classroom would practice many of the same researching and citing skills discussed previously concerning infographics in the composition classroom, as well as provide fellow students with important contextual information on assigned texts.
Finally, infographics could be used in the classroom not as an assignment but as a way for the instructor to review information and skills. In this way, instructor-produced infographics would become a quick reference for students in the course. Although the last method to be discussed in this post, this is probably where I would begin incorporating infographics into my classroom practices, if only because it would require that I become familiar with the creation of infographics, thereby allowing me to help my students create their own as well as more effectively evaluate and assess their final products.
“10 Free Tools for Creating Infographics” seems to be a good place to begin playing with the creation of infographics.
I would greatly appreciate any suggestions and/or reviews of infographic creating applications (preferably free and user friendly). I’d also love to hear from anyone who has used infographic assignments in their classrooms.
Note: I have not checked the veracity of the infographics included in this post.