Infographics
Infographics
Embedded Files
I created an infographic to display library catalog data that was quick and appealing to read. Infographics can be created for any topic that has multiple instances of information that would be easily understood in visual representation.
I created an infographic to display library catalog data that was quick and appealing to read. Infographics can be created for any topic that has multiple instances of information that would be easily understood in visual representation.
By using my library OPAC data and Titlewise assessment, I was able to aggregate circulation and collection information. Seeing information about our general collection and student borrowing activities help us to assess and influence future purchases. It also shows us areas for possible weeding to bring our collection up-to-date. For administration who are not familiar with large swaths of our collection data, infographics are a great way to disseminate large amounts of library data that is easy to understand.
Classroom Use
Classroom Use
Infographics are great at either visually expanding upon one set of information or grouping multiple sets of information together in a way that makes it easily digestible and understandable. Having students create infographics on any topic in any class will display their understanding of the topic. Also, having students gather information and creating an infographic will cause them to analyze their information into a synthesized project.
A great learning tool, infographic projects can cover many Massachusetts State Standards. Because they are versatile in content and standards, I would assign this in the library for students to create an infographic on how to use the library, on digital / media literacy, ethical uses of information, or collaborate with a classroom teacher on any topic combined with a classroom assignment.
New Skills Learned:
Visual communication skills
Creating a hierarchy of information
Choosing appropriate data visualization graphics for content
Reinforced Skills:
Critical thinking skills
Analyzing information
Identifying key data points / ideas
Research skills
Information retrieval
Evaluating sources
Technology skills
Using online tools to create final products
Students will be able to analyze multiple pieces of information or data and visually represent their findings through charts, graphs, or other visual imagery that displays or expresses the information to a general audience.
ESL or Special Needs students can work in pairs designated by the teacher or the librarian, extra time can be given, students could draw graphs, charts, etc. and create a poster infographic if technology skills are prohibitive, ESL students could have a translator, Special Needs students could have an assistant, research can be adjusted by reading level, or different online infographic programs could be used based on skill levels.
Post assessment would be based on a rubric. The rubric would guide students through their research and design process by expressing how many data points, different sources, and graphs and charts need to be included along with any other visual that is requested by the teacher or librarian. Through this the students would know the expectations of the final product.
MSLA Standards
While my example is a specific project, this assignment can be adapted for different grade levels, and can be connected to numerous MSLA Standards.MSLA Standards
Grades Pre-K–2
Grades Pre-K–2
4.7 Sort, classify and sequence pieces of information, e.g., place events along a timeline, sort families of animals, etc.
5.3 With assistance, present a final product using an appropriate format: report, poster, electronic program, or other medium.
7.1 Use a provided checklist or rubric to determine that project is complete and accurate.
Grades 3–4
Grades 3–4
1.7 Use the teacher selected essential question to develop a topic focus, e.g., “Why do leaves turn different
colors in the fall?”
1.8 Gather background information by reading, viewing or listening to a variety of pre-selected and self-selected resources.
2.13 Web, map, or diagram a main topic with sub-topics.
3.9 Explore and develop understanding of how to gather information, including the use of table of contents, index, and glossary.
4.8 Take notes using guided research forms to extract relevant information.
4.9 Use provided graphic organizers and outlines to organize information logically.
4.20 Using a provided format, create correct citations for text and images.
5.6 Present a final product using an appropriate format: report, poster, electronic program, web page or other medium of communication.
6.7 Work cooperatively with others and share resources and materials.
7.4 Conference with peers, teachers, and library teacher during the creation of the product and in final product evaluation.
Grades 5–8
Grades 5–8
1.12 Explain what the final product will look like.
1.13 Select a topic from a range of possibilities.
1.17 Read, listen, and watch from all relevant and appropriate sources to gain an overview of the topic.
3.10 Independently choose appropriate information from print and electronic sources.
4.4 Independently develop criteria for relevant information, including authority, accuracy, objectivity, relevancy, and currency of source.
4.13 Independently summarize and paraphrase information.
4.14 Choose appropriate order for information, e.g., chronological, alphabetical, hierarchical in terms of importance, persuasive position.
4.22 Independently create correct citations for text and images used.
5.7 Use appropriate medium to produce an original product to communicate research results.
6.14 Use provided guidelines and the group’s work to improve content and delivery.
7.8 Using predetermined criteria, evaluate the effectiveness of the communication of research results
Grades 9–12
Grades 9–12
1.18 Independently select a topic.
2.18 Use a strategy for finding relevant information from a variety of resources, shifting the strategy as necessary, based on availability and relevance.
2.21 Use information sources of all types to explore a topic.
3.13 Independently develop and implement an information search strategy.
4.6 Practice independent critical thinking when reviewing a potential information source by:
distinguishing between verifiable facts and opinion
detecting bias
identifying the purpose
distinguishing between relevant and irrelevant information recognizing inconsistencies or false claims
4.24 Demonstrate legal and ethical behaviors among peers, family and community regarding the use of technology and information.
5.10 Consider the purpose and audience for the product and/or presentation.
6.22 Participate effectively as a member of a group in evaluating the content and delivery of its work and the effectiveness of the group’s work habits.
7.11 Voluntarily apply legal principles and ethical conduct related to information technology such as: copyright, plagiarism, privacy, online etiquette, acceptable use of resources.
TOOLS: I used the free version of Canva and modified an infographic template. I used Canva's charts feature to create all the data displays without importing graphics from another program.
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