Visualizing Data - Infographic

What I Learned

Creating this infographic was a little bit tricky as there were a lot of things to consider. There were several concepts that needed to be translated into symbols since I really didn't want to use words if possible. Ionic and covalent bonds are in a dashed circle as they are both types of bonds, but distinct. I used measuring cups/spoons to show the difference between metals and non-metals and then shiny "atoms" to again show the metals within the compounds. The molecules I chose for the covalent side were chosen to help distinguish between polar and non-polar molecules due to their shape.

Figuring out what I could and could not include took some serious thought. For example, including that ionic bonds are a transfer of electrons while covalent bonds are a share of electrons would not have fit on the page well, even if I could figure out how to represent these concepts symbolically. Once I decided what could be included reasonably, it was all about what symbols I could choose that would make sense to others (hopefully). This issue of symbolism aligns nicely with Fisher & Frey's (2008) description of symbols on p. 182. They note that "[students] can also be prompted to generate original symbols for ideas or concepts they don't know how to represent" which is what I did here.

Furthermore, if students did something along these lines, they would be more likely to remember the differences between types of bonds and finding examples to include in their infographics will help them better associate the information with contextual clues. At this point, I know the material so well that the symbols won't do much to help me, but I know the process of creating the symbols would definitely help my students.

Use in the Classroom

To use this activity in Physical Science (ICP), I would replace a worksheet I currently use where students are shown a picture of a molecule and then asked to state if it is an ionic bond, polar covalent bond, or nonpolar covalent bond. This activity would have students spend time with the same material, but be more likely to help them remember things as they are actively creating their own associated symbols. Students would create these infographics in school and at home (half and half with the first half being largely used to explore the tool) and then pair and share on their return.

Ideally, I would project several different student infographics onto the board to assist in a whole-class discussion of the topic. Questions like "What might this symbol represent?" and "How does this picture show this concept?" would be asked of all students. Commonalities across infographics would also be discussed as there are bound to be similarities. Differences might also be highlighted and then a discussion of which symbol is more effective and why that's the case would also be on the docket. So overall, students will practice the visual literacy techniques of creating their own symbols and interpreting the symbols created by others.

1. Access
   • Students choose what tool they would like to use to make their infographic
   • Students also have the option of using paper and pencil if necessary
2. Analyze & Evaluate
   • Look at several infographics for unrelated topics as a class
   • What makes an infographic useful?
   • What makes an infographic easy to understand? What is confusing?
   • What symbols are easily recognized? Which are not?
   • How is space most effectively used?
     • Is it possible to crowd the page?
3. Create
   • Use the chosen tool to create an infographic on the chosen topic
4. Reflect
   • What went well? What could have gone better?
   • What will be easy for a stranger to interpret?
     • Pair and share to discuss
   • How will this infographic help you remember the content?
   • Is viewing someone else's infographic as useful as creating your own? Why or why not?
5. Act
   • As a class, look at several examples together and discuss findings from pair and share
   • What works well? What needs improvement?
   • What symbols are easily decoded?
   • Is use of color as helpful as use of symbols?
   • How can creating infographics help you remember the material?
   • Could you use this technique in other classes?
     • Could you use it outside academia?

References

Frey, N., & Fisher, D. (2008). Teaching Visual Literacy. Thousand Oaks, CA: Corwin Press.

Hobbs, R., The Aspen Institute Communications and Society Program, Digital and Media Literacy: A Plan of Action, Washington, D.C.: The Aspen Institute, November 2010.