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Learning to Visualize : = Middle-Level Learners Analyzing and Designing Science Infographics.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Learning to Visualize :/
Reminder of title:	Middle-Level Learners Analyzing and Designing Science Infographics.
Author:	Davis, Mark J.
Description:	1 online resource (217 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: B.
Contained By:	Dissertations Abstracts International83-12B.
Subject:	Middle school education. -
Online resource:	click for full text (PQDT)
ISBN:	9798819327234

Learning to Visualize : = Middle-Level Learners Analyzing and Designing Science Infographics.
Davis, Mark J.

Learning to Visualize :Middle-Level Learners Analyzing and Designing Science Infographics. - 1 online resource (217 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: B.

Thesis (Ph.D.)--University of Rhode Island, 2022.

Includes bibliographical references

Infographics are part of daily life because of the rise of digital media and technology, as learners now encounter a barrage of images carefully designed to convey data and information through social media. But what happens in the classroom when young learners first encounter this expressive genre? This case study examined a unit of instruction on analyzing and creating infographics in a content-area middle school classroom. Data included classroom observations through video and audio recording, examination of a student graphic organizer and student-designed infographics, and semistructured interviews with students and the facilitating teacher. Results show that students learned how to analyze and reflect on infographic design elements and then apply these skills in the creation of an original infographic, using a digital platform. The research demonstrates that by using a well-structured curriculum, adolescents can analyze and design infographics even without teacher expertise in infographic literacy. This research suggests that middle school educators can introduce instructional practices that advance infographic literacy in the context of content-area instruction. Future research should examine the potential value of the infographic curriculum in broader contexts and subject areas.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798819327234Subjects--Topical Terms:

1148691
Middle school education.
Subjects--Index Terms:

Digital literacyIndex Terms--Genre/Form:

554714
Electronic books.

Learning to Visualize : = Middle-Level Learners Analyzing and Designing Science Infographics.
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502 $a Thesis (Ph.D.)--University of Rhode Island, 2022.
504 $a Includes bibliographical references
520 $a Infographics are part of daily life because of the rise of digital media and technology, as learners now encounter a barrage of images carefully designed to convey data and information through social media. But what happens in the classroom when young learners first encounter this expressive genre? This case study examined a unit of instruction on analyzing and creating infographics in a content-area middle school classroom. Data included classroom observations through video and audio recording, examination of a student graphic organizer and student-designed infographics, and semistructured interviews with students and the facilitating teacher. Results show that students learned how to analyze and reflect on infographic design elements and then apply these skills in the creation of an original infographic, using a digital platform. The research demonstrates that by using a well-structured curriculum, adolescents can analyze and design infographics even without teacher expertise in infographic literacy. This research suggests that middle school educators can introduce instructional practices that advance infographic literacy in the context of content-area instruction. Future research should examine the potential value of the infographic curriculum in broader contexts and subject areas.
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