Colleen M. Smith

EME 6405
Spring 2018

Infographic Reaction

Module 6

  1. Information comprehension - Understanding and comprehending data

Graphics A, B, and D display the most information with visual representations of staggering statistics. In Graphic B, the mountain chart comparing the growth of jobs within 10 years in STEM positions versus non-STEM positions was visually appealing had has quite a bit of information to comprehend. In Graphic A, stick-figure people display the imbalance of males and females in Australian, grade 12, STEM courses. Utilizing the different colors to signify males versus female is a visually appealing way to emphasize the startingling statistic. The upside down bar graph in Graphic D, shows the juxtaposition between ethnicities in STEM fields in 2006. Whether mountain graphs, stick-figure representations, or bar graphs, each of this graphs communicate data related to STEM education and careers. The emphasis of how the charts have been created help promote comprehension by Generation Z students (Lamb, Polman, Newman, & Smith, 2014; Rothman 2016).

Students comprehending infographics, like Graphics A, B, and D, learn to read and comprehend a variety of designed charts displaying information (Lamb et al.,                                Graphic A.
2014; Krauss, 2012
).

  1. Digital information literacy - Source credibility

With the world of “Fake News” in our political structure and social networks it is important, as the technology-savvy generation, to look for sources of information (Allcott, & Gentzkow, 2017; Rothman, 2016). All infographics should have sources for all charts and information being shared through the visual representations (Campbell, 2018). Specifically, Graphic A gives very clear information on top of the infographic to show where the data is coming from: Australian Government. Graphic C is a simplistic graph, but has the source name and web URL shared in the

information graphic. This way, students can follow up with
            
Graphic C.                          the information, if they wanted to learn more about the information behind the infographic (Davidson, 2014). In Graphic E, students are forced to make sense of multiple sources and the relevance of the information to their own lives and others in different countries (Davidson, 2014).

(3) Communicating data - Synthesis

When utilizing infographics in the classroom, infographics help model a simple synthesis of big data for students (Kraus, 2012). Infographics like Graphic B and Graphic E have taken several sources of information and created a synthesis of information through simplistic graphics to communicate its point. Sometimes called Computational Thinking (CT), students are able to analyze the data when given several infographics or when creating their own infographics in the classroom (Kraus, 2012). Implementing assignment models like “read-aloud/think-alouds” helps students practice synthesizing and communicating data they see in infographics to their peers (Lamb et al., 2014).

(4) Academic and career perseverance - Infographic subject area

All Graphics A, B, C, D, and E communicate information regarding identity in STEM and perseverance in STEM degrees. Specifically Graphics A, C, and E communicate the current climate of STEM degrees and workforce. These infographics should communicate to students, who comprehend, synthesize and analyze the information being presented, that perseverance is of the utmost importance to survive and thrive in their chosen fields. Since I coordinate a STEM program for 1st generation college students           that are also underrepresented in STEM, my hope is that by sharing these infographics, I will motivate my students to succeed and arouse a sense of service to their communities. The representation of data like this should allow students to come up with investigative questions about the field they have chosen (Davidson, 2014).

(5) Visual learner generation - Data Visualization

Rothman (2016) describes the most effective teaching methods for Generation Z as efficient and visually stimulating. The students in Generation Z and plan to graduate university around the year 2020, want to be engaged in problem solving and visual
        
Graphic B.                 representations of data; therefore utilizing infographics and a peer review process helps students refine their natural talents (Rothman, 2016; Davidson, 2014). In Graphics A, B and D, large data sets have been simplified into simple visualizations for the audience. With the field of data visualization increasing in relevance and popularity, it is imperative that Generation Z practice the skills to comprehend visual data, communicate the intricate data being displayed, and analyze how they will then use the data to their advantage (Rothman, 2016; Davidson, 2014).

        Graphic D. 

Graphic E (to the left).

References

Allcott, H., & Gentzkow, M. (2017). Social media and fake news in the 2016 election. Journal of Economic Perspectives, 31(2), 211-36.

American Institutes for Research. (2014, July 9). STEM Ph.D. Holders in Non-STEM Careers: Who Leaves? Retrieved from https://www.air.org/resource/stem-ph-d-holders-non-stem-careers-who-leaves 

Association of Independent Schools of NSW. (2016). Busting Myths about Women in STEM [Infographic]. Retrieved from https://www.aisnsw.edu.au/STEM/Pages/researc.aspx 

Burkett, R. (2016, March 18). Inside the Students and Instructors of STEM Education [Infographic]. Retrieved from http://tipsforfaculty.com/2016/03/18/cengage-inside-the-students-and-instructors-of-stem-education/ 

Campbell, L. (2018). Video part 1. Module 6: Infographics Launch Page. Retrieved from EME 6405 Webcourses.

Davidson, R. (2014). Using infographics in the science classroom. The Science Teacher, 81(3), 34.

Lamb, G. R., Polman, J. L., Newman, A., & Smith, C. G. (2014). Science news infographics: Teaching students to gather, interpret, and present information graphically. The Science Teacher, 81(3), 25.

Krauss, J. (2012). Infographics: More than words can say. Learning & leading with Technology, 39(5), 10-14.

Online University. (2012, June 17). 10 Startling Stats About Minorities in STEM. Retrieved from https://www.onlineuniversities.com/blog/2012/06/10-startling-stats-about-minorities-stem/ 

Rothman, D. (2016). A Tsunami of learners called Generation Z. Public Safety Online Journal, MDLE, Maryland. http://www. mdle. net/Journal/A_Tsunami_of_Learners_Called_Generatio n_Z. pdf. Página visitada el, 30(4), 17.

Tonnu, T. (2016, June 14). Here are the 100 best education infographics. Retrieved from https://www.visualnews.com/2016/06/14/100-best-infographics-education/