When an audience arrives at a fresh understanding of a question or problem while "reading an infographic," then the reader-viewer experiences an inquiry learning process.Īs you "read" and annotate the visual comparison of "Information Search Process and Guided Inquiry Design Process," notice when you engage in the inquiry processes you learned about in Callison and Baker (2014):.When an author feels genuine curiosity about an idea or problem and creates an infographic to express that fresh understanding to oneself and an audience who has reason to care, then the writer-creater experiences an inquiry research process.These infographics (information graphics) make a claim to an audience by arranging text and data in an interesting, economical and easily-navigable visual design that communicates ideas and reveals patterns in data.įor the creator and the audience, this can be lively and thoughtful process: Carillo," a chapter from A Writer's Guide to Mindful Reading, one of the 80+ open-access books on writing across the curriculum from the WAC Clearinghouse at Colorado State University.įrom Apples to Zebras, we find colorful visual displays of information and data used to persuade, inform and delight their audience-readers. Note: If you need a refresher on annotating a text, read "Annotate Your Way into Academic Discourse" by Ellen C. Then explain what you were doing and why - either in the journaling space specified by your instructor or on a copy of the "Documenting My Inquiry" matrix provided. Self-reflecting to both enable flexible shifts during the inquiry process (formative) and to surface insights from one's choices and decisions that might apply to a future inquiry process (summative).Īs you read the article "Elements of Information Inquiry, Evolution of Models & Measured Reflection," annotate the text (see note) when you notice that you are engaging in any of these core cognitive functions.Inferencing from information in order to build one's case with evidence for conclusions.Assimilating and reconciling new and conflicting information and ideas with one's prior knowledge, beliefs and assumptions.Exploring resources and ideas driven by one's need to satisfy curiosity or answer questions.Questioning which becomes more "focused, relevant and insightful" during an inquiry process.In the article from Knowledge Quest, the journal of the American Association of School Librarians, the authors propose five common elements (reworded here as verbs) which interact during any information inquiry process: Understanding Inquiry in an Infographic We recommend that you experience this process yourself as you teach it to students. This pedagogy of reading and writing multiple literacies can be adapted to other multimodal products. For an overview, refer to " Recipe for an Infographic" (Abilock and Williams 2014) which is also listed in the references for this module. Composing and critiquing infographics can enhance understanding of both the content and rhetoric, since people analyze, elaborate and critique information more deeply when visual and textal modes are combined (Lazard and Atkinson 2014). In order to teach infographics as a claim expressed through visual metaphor, supported by reasoning with evidence in multiple modes, instructors employ a sequence of interventions to invoke the relevant skills and strategies at appropriate moments. However, the visual and textual elements of an infographic can culminate in a coherent multimodal argument which prompts inquiry in the creator and the audience. Student create displays of unrelated factoids and spurious data correlations and they "ooh" and "ahhh" at beautiful nothings. From " The Spectrum of Apple Flavors" to " We are all Zebras: How Rare Disease is Shaping the Future of Healthcare," we find colorful visual displays of information and data used to persuade, inform and delight their audience-readers. Most infographic assignments result in loose collections of related facts and numbers, essentially a collage or poster.
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