Academic presentation for college course (paper and pencil design)

Using Visual tools

Margaret AdamsMelrose Public Schools1Agenda

1. Introduce Objectives and Agenda

2. Think of all of the reading you did over the last 48 hours.

3. Give Infographic around the room, write down all of the information you learned from the infographic.Name the visual graphic in the infographicHow does the infographic use visual tools to present information

4. Talk about selective reading

5. Review Types of Visual GraphicsGive out the example of visual graphics.

Give Out Books and have participants review What type of visual graphics did you find? What was their purpose?

Web Diagrams-Jupiter

1ObjectivesDefine visual literacy and describe its importance to students across various disciplines. Name the purpose of various graphics and how they are used. Identify strategies for teaching students about visual literacy and use of graphics. 2AgendaIntroductions Objectives and AgendaDefine Visual Literacy Immersion into Visual LiteracySelective Reading Review Types of Visual GraphicsTeaching Strategies for Visual Graphics Sorting Visual GraphicsLooking at Visual Graphics in Literature

3What Did I Read and Write Yesterday?Read/WriteItemPurposeText4Selective ReadingWe can choose to read only part of the text.We may start at the front, the back, or somewhere in between.The visual elements (photographs, diagrams, maps, etc.) can be read for meaning, even when they contain no or few words.Visual texts can be read from the bottom to top or from right to left. Diagrams may also be read in a zigzag way.5Selective ReadingOther diagrams can be read in a circular or apparently random way. If we pick up the book later, it may be for an entirely different purpose, so we dont need to find the place where we left off.We sometimes, stroll through an information text backward and we still make sense of the parts we read.In a diagram, words + image make meaning. We read what we need and often we write (make notes) while we read. 6TerminologyVisual LiteracyThe ability to create, interpret, negotiate, and make meaning from information presented in the form of an image.Nonlinguistic RepresentationsInclude mental pictures, graphic representations of information, and even physical sensations.

- Marzano et al., 2001InfographicsVisual representations of information, data, or knowledge.Integrated TextA text which combines paragraphs, headings, visual elements and design features that support and give context to one another.

- Moline, 1995.Information GraphicsVisual Text7What is Visual Literacy?While there is no one universal definition of visual literacy, in its simplest form, visual literacy is the reading and writing of visual texts.

88Focus = viewing and representing Today I will introduce topic of visual literacy and writing visual texts through the use of MS Movie Maker. The Music Video Project that I will share with you is a project that I have done for the past several years with my grade 9 language arts students; this project represents just one of the ways in which images can be used to communicate meaning (and for students to demonstrate their understanding of written text).Music video project = 6 L.A. specific learner expectations & 12 ICT outcomes addressedOh My!A recent analysis of 276 science and social studies textbooks, leveled readers, and trade books appropriate for second and third graders revealed that 60% of the 12,238 graphics in these texts provided additional information not included in the written text (Fingeret, 2012)9Oh My!10Remarkably, unbelievably, the brain is capable of absorbing 36,000 visual images every hour. How can this imponderable ability be true? It is because the sophisticated visual capacity of our brain system is beyond the conscious processing of our mind: research approximates that between 70 and 90% of the information received by the brain is through visual channels. Though our auditory and kinesthetic modes of sensing are complex, the brains dominant and most efficiently sensory filter for most information is our eyes. (Hyerle 2009, pp. 2829)ELA Curriculum StandardsIntegrate and evaluate content...visually and quantitatively, as well as in words (Reading: 7)Make strategic use of... visual displays of data to express information and enhance understanding of presentations (Speaking and Listening: 5)Apply the reading anchor standards to texts that include information displayed in graphs, charts, or maps (Range, Quality, and Complexity of Text: 10)1112

Did you know you could read Arabic? Look at the diagram in Figure 3.1 (p. 22), which was taken from an Arabic language science textbook. Without knowing the language or being able to read the text, can you figure out what information is being conveyed? Although you probably guessed that the diagram was identifying the parts of the plant, you did not need to read Arabic in order to decipher that meaning. 1213

Think about how you read this diagram.

What information is it depicting?

Reflect on how you mentally processed the structure of the diagram and how you analyzed the structure in order to gather the information. Also consider these questions:

Did you recognize that the circles to the left of the boy represented the ever-increasing magnification of the heart muscle tissue? How did you know that? What clues in the illustration helped you know that?

Did the order or placement of the circles in the diagram support your understanding of that relationship? 13Pause and PonderWhat types of graphics are my students regularly exposed to in the texts that they read?What misconceptions might my students have about graphics, their value, and how to interpret them?What do I currently do to teach my students how to comprehend and create graphics, both in general and for specific graphical devices?14Why focus on infographics?Students of all ages encounter these visual texts as frequently as adults do and are expected to understand them, both in school work and in everyday living. To reflect the range of literacies, a classroom program needs to include explicit instruction in how these texts work.

- Steve Moline, I See What You Mean15Why focus on infographics?

We are consumers of larger numbers of infographics and integrated texts due to online media.Daily Infographic16Now do Inforgraphic Analysis 16Why focus on infographics?Information is accessible to all readers.Very young childrenEnglish Language LearnersStruggling readersVisual learners17Teaching StrategiesAs a class, examine an infographic and list all the information that it conveys. This might take several pages!

Check for understanding by challenging students to translate an infographic into text.

18Teaching StrategiesBecause a diagram can provide many layers of information and because a statistical graph can often be misinterpreted, it is necessary to provide explicit instruction in what these texts do and dont mean and how these texts make their meaning.

- Steve Moline, I See What You Mean19Challenges in Current Instruction

When youre finished writing, you can draw a picture.Woodleywonderworks, Flickr20

Challenges in Current Instruction

Count the number of each shape in the box." Then fill in the graph by coloring one box for each shape.Adapted from:http://www.kidslearningstation.com/graphing/learn-graphs.asp21Challenges in Current Instruction

http://www.myrecordjournal.com/wallingford/article_6412cb02-dd89-11df-bb8a-001cc4c03286.htmlData provided, results known in advance.Creation of infographics is divorced from context.22

University of Arizona

Houghton Mifflin Math Background

TN History for KidsHow can we help students become proficient at creating infographics?23An Overview of ViSual Texts2425

26Photographs are best at fine surface detail in an individual example. For example, a close look at this image reveals that the katydid has picked up fibers from the wool clothing its resting on.

The photograph shows us what the insect looks like, but it doesnt show how it works.

A photograph gives only one instance, shows fine surface details, can observe closely, but cant explain. 26

2727

28Simple Diagrams: Shows SurfaceSimple diagrams are visual texts in which:The illustration and the words work together to make the meaning.The illustration simplifies, generalizes, or symbolizes the subject, rather than shows us its true color or texture29Picture Glossaries

A picture glossary helps the reader to identify, differentiate, or define items within a group or parts of a whole. 30A diagram with labels; picture glossaries help the reader to identify, differentiate, or define items within a group or parts of a whole. Have students make picture glossaries when it is important that they be able to define a subject by its parts, and/or by the relationship of its parts. Picture glossaries can help students see differences, varieties, and categories of subjects and can help them organize vocabulary in meaningful ways. For instance, having students label a picture glossary of an insect shows them that all insects have certain parts (like a thorax, or six legs) in certain places and that they can define insects by having the parts they have labeled on the diagram.30

31A childs diagram of a caterpillar31Introducing Picture GlossariesBring a familiar object to school. The students take turns drawing on a large sheet of paper (which everyone can see) a magnified view of any small details.The rest of the class has to look closely at the object to figure out what the detail is. The first person to locate the item and to write its correct name takes over and draws another detail. 32Lets try it with a bike.

I need a volunteer to come up and begin to draw a part of the bike. If you can name the part, tell me its name. Then label the part and you get a turn.

32Scale Diagrams

Scale diagrams help children visualize concepts of vast size.A scale diagram is a picture of a subject with a scale beside it, which indicates its size. 33

34

35Scale Diagram A picture of a subject with a scale beside it, which indicates its size. Scale diagrams help students place subjects into context by comparing them to something familiar. They relate very large or very small objects to the students by rooting them in the students daily experiences. Scale diagrams also familiarize students with standard units of measurement and begin to place those units in context for them as well. In order to create a scale diagram, students must further translate this new knowledge to the development of a scale for the drawing. For instance, a student learns that a certain dinosaur is fifteen feet tall and thirty feet long, including its tail. She wants to see how big the dinosaur would be next to her, so measures herself. She is four feet tall. To translate the scale over to her drawing correctly, she makes one inch stand for a foot and draws herself beside the dinosaur. From the dinosaur towering over the small version of herself on the page, she can get a sense of just how big that dinosaur would be.35Map (Plan)A map is a label diagram that looks down from above. It enables us to:Show spatial connectionsLocate a subject and sometimes put it into the same context as the readerDefine territoriesSummarize a processShow changes over timeRecord the movement, travel, or spread of people, inventions, products, or ideasInstruct

36Maps can be of anything; remember not to think of them as merely as a way to depict the geography of a place. Moline uses the word plan as a synonym to keep educators minds open. A map can be of anything that has dimensions and can be labeled (whether those dimensions are physical or imaginary). There are four kinds of maps: birds eye views, personal maps, maps of the unknown, and time maps.

36

37

3839

Google Map of MVMMS

Where is our classroom?Where is the cafeteria?Where is the gym?

Toggle between google maps and satellite viewWhat is missing?39Analytic DiagramsAnalytic diagrams are used to show the inside of a subject or a close-up of it. Often they are used to show how an something functions by magnifying it, separating out its parts, taking away one of its outside layers, taking a slice out of it or by cutting out a block or segment.40

An enlargement magnifies one part of the text (called a detail) as if placed under a lens, so that significant details can be shown without drawing the whole of the subject to the same high scale. 41Enlargement DiagramThis diagram often uses a circle to give a detailed view of part of an object, as if the viewer was looking through a magnifying glass. This allows the viewer to see a close-up of part of an object while maintaining the view of the whole.

41Introducing Enlargements42Draw an outline of the whole item. On another page, draw what you see through the lens. Draw inside a circle representing the lens itself. Draw the detail as large as possible on the page. Locate on the first drawing the part you drew enlarged in the second drawing. Circle this small part and connect it to the enlargement with an arrow.

An exploded diagram separates out all the parts, including those tat are normally hidden by other, overlapping parts. 43Exploded DiagramThis diagram separates the parts of an object so they are more visible and identifiable. This exposes parts which would normally be hidden by overlapping parts. Exploded diagrams help the viewer learn the names of parts, but dont necessarily give an idea of the parts function.These diagrams are most useful for displaying objects with many tiny hidden parts.

43Introducing Exploded Diagrams44Draw a diagram of your model.Take apart any piece you wish. Put it to one side and draw what the piece looks like. Draw an arrow from the piece to the place in your drawing where it belongs.Continue with the other pieces.Label all the pieces. You have made an exploded diagram. Exchange your diagram with a friends. Can your friend assemble the model using your instructions? (And can you assemble his or her model?)

A cross section reveals the inside of its subject in one plane only, just as if we had taken a knife and cut the subject in half. 45Cutaway Diagram This diagram peels back the outside layers of the surface a subject so the viewer can see the function of what lies underneath.Cutaways can be used to show how the parts of an object fit together as instructions for assembly.

45

A block diagram are similar to cross sections, but they reveal their subject in three dimensions, which allows for a richer understanding of how the parts of a subject fit together. 4647Process DiagramsProcess diagrams show a process or a sequence. They can help us to explain, instruct, recount, argue, or discuss.48

A time line shows a chronological sequence of events along a line going from the past to the future. 49TimelinesThis diagram shows a chronological sequence of events along a line going from the past to the future. The time is measured in equal units across the line.They can be useful to show that events in history build on each other through cause and effect.One can also use multiple timelines to show differences or changes in several subjects over time.49

A storyboard is usually a set of pictorial instructions, arranged in time order. 50StoryboardsThis diagram is usually a set of pictorial instructions, arranged in time order. They often show changes to a single object through a sequence of pictures. Storyboards are sometimes used in recipe books and instruction manuals. They were first used in the motion picture industry to map out camera angles.

50

A flowchart links boxes with arrows and lines to show a process that moves through time or space. 51FlowchartThis diagram links boxes with arrows and lines to show a process that moves through time or space.The reader follows the directional arrows through the chart, facing decisions which lead to a specific outcome.Flowcharts can be used to show change, growth, development or cause and effect. They may also be used to summarize arguments, discussions, instructions and explanations.

51Structure DiagramsThis diagram links boxes with arrows and lines to show a process that moves through time or space.The reader follows the directional arrows through the chart, facing decisions which lead to a specific outcome.Flowcharts can be used to show change, growth, development or cause and effect. They may also be used to summarize arguments, discussions, instructions and explanations. 52

Web diagrams allow us to organize information to show relationships by drawing arrows/lines to show connections. 53Web diagrams allow us to organize information to show relationships by drawing arrows/lines to show connections. It is also possible to write along the lines to show what type of connection the two things have. Note: mind maps are not maps; they are webs. Limitations: Webs can become messy if done by hand, especially if being used as a learning tool that students will write on and erase multiple times. One way to combat this is to use computer programs/tablets.

53Introducing Web Diagrams54Make whatever meaningful connection you can by drawing arrows linking the words. You can also write on the arrow any extra phrases that are necessary to explain the connection. Draw connecting arrows blue if you are sure.Draw the arrows red if you are making a guess.Put a question mark next to the parts that you cant connect.

5556The largest of the giant planets is Jupiter, which is made of the same poison gases as the Sun. Jupiter has at least sixty moons and several almost invisible rings of dust, unlike Saturns bright rings which are made of ice. Jupiters surface is covered in clouds which are often lit up by lightning, but below these think clouds there is total darkness. The atmosphere on Jupiter is so dense that we would be crushed to death by its weight. The planets famous red spot, first observed more than 320 years ago, is a hurricane storm which has been raging for more than three centuries. Among Jupiters moons are Ganymede, which appears to have moving continents, and Io, which has at least eight active volcanoes.

Tree diagrams connect ideas with a series of branches. A word wheel is a simple tree diagram, but doesnt break the topic into groups. Once the wheel is pushed out further, by grouping examples, it becomes a spray diagram. A tree diagram lines up the different levels from topic, to groups, to examples. This helps use to see that the groups are ranked below the topic but above the examples. 57

58

A table5959GraphsGraphs are useful for comparing, ranking, and measuring information. While typically covered in the realm of mathematics, graphs are useful for are subject areas, and graph literacy assists in tasks like reading the newspaper and decoding Wikipedia articles.60

A spectrum is a line on which something is measured in equal units.61Spectrum graphs area line on which something is measured in equal units. These graphs may show smallest to largest but use indicators on a line divided into equal parts. Other spectrum graph examples include the color spectrum and temperature. Spectrum graphs can also be used to illustrate a range of attitudes about a subject.61

A bar graph arranges information so that it can be measured, compared, and ranked (arranged in order of size or amount).62

63

64

65

66

A line graph shows changing amounts.67

Pie charts are ideal for highlighting the important differences in the information we collect. 68

69Visual Thinking70

Re-ComposingRecomposing is a useful strategy forsummarizing informationplanning an essaydeveloping comprehension71Re-composing avoids copyingNeed to demonstrate to children when we read information we often make notes to assist with understanding and recallNotes not always written as words or sentencesNotes can be as diagrams, maps, timelines, flow charts etc.

Re-Composing72

73Explicitly discuss the purpose of different types of infographics.Teaching Strategies

74Teaching StrategiesFocus on one type at a time. Ask questions that help students focus on the components of the infographic and their purposes.75Teaching StrategiesGive students strategies to attack infographics. Provide guided practice in applying the strategies. 76

77Type of Visual GraphicSubject/TopicWhat Can Be Learned?How is the Info Given?What May Be Challenging?Strategies that Could Be Used to Understand?78Teaching StrategiesHave students collect examples from newspapers, books, and online media. What features do they have in common? Evaluate and critique which convey their information the best and why?Have students revise an infographic to make it more effective.7980Howard Gardner, a cognitive psychologist at the Harvard Graduate School of Education well-known for his theory of multiple intelligences, recently posed this question:

What will happen to reading and writing in our time? Could the doomsayers be right? Computers, they maintain, are destroying literacy. The signsstudents declining reading scores, the drop in leisure reading to just minutes a week, the fact that half the adult population reads no books in a yearare all pointing to the day when a literate American culture becomes a distant memory. By contrast, optimists foresee the Internet ushering in a new, vibrant participatory culture of words. Will they carry the day? ... Let me suggest a third possibility: Literacyor a variety of literacieswill continue to thrive, but in forms and formats we cant yet envision. (2008, p. B01)