Contemporary culture is a visual culture. Visual images become the predominant form of communication. Students should be visually literate and be able to read and use visual language, to decode, interpret and evaluate visual messages successfully, and, last but not least, to encode and compose meaningful visual communication. The combination of modeling with other methods in scientific knowledge increases its potential as a cognitive method. Infographics can play a significant role in the process as tool or target according to the age and cognitive abilities of the students.
Agricultural literacy levels are decreasing during a time of great technological growth in the agriculture industry. Many complex ideas, such as genetically modified foods, are gaining public interest while leading to confusion. The role of agricultural literacy campaigns is to be an educational source for those seeking truthful information about such subjects. Although multiple campaigns exist, society as a whole seems to be struggling with grasping topics like genetic modification. When trying to learn such subjects, a leaner’s cognitive resources can be overwhelmed, thus hindering the learning process. The inclusion of visual aids can prevent this from occurring.
Infographics have been frequently used in recent years with the purpose of the visual presentation of information. It is a visualisation method which aims at presenting any content with a visual composition, combining such elements as shapes, symbols, graphics, photographs, illustrations, and texts for the target audience. The purpose of this research is to develop an instructional design based on the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model of infographic design as well as the determination of student and teacher opinions on the usage of infographics in teaching.
Academic librarians have a demonstrated interest in digital tools for teaching and learning and often provide support for these tools to their wider campus communities. Additionally, many librarians incorporate these tools into their own teaching in the information literacy classroom. However, little has been written about how digital tools can support critical information literacy and critical pedagogy specifically in library instruction.
This paper presents a brief overview of infographics, together with study which was originated to discover what motivates people to design infographics and what are the components of the creative process. Section 2 provides a literature overview. Section 3 outlines the methodology of experiment. Section 4 presents obtained results. Section 5 presents conclusions and future directions in studies of processes in designing infographics, outlines the important problem for further research.
This chapter examines how new visual literacies allow students to create meaning and develop competencies needed for the 21st century. Today’s generation is continually exposed to visual and digital media. Through empirical work, this chapter highlights how emerging visual technologies such as big data, infographics, digital badges, electronic portfolios (ePortfolios), visual social media, and augmented reality are facilitating the development of technology-related skills required for students in academics and in the workforce. Each visual technology platform will be examined for their usefulness in promoting engagement, subject-matter knowledge, and collaborative learning outside the traditional classroom approach.
The focus of this discussion revolved around a project conducted in an introductory college course on business statistics. Students used statistics to analyze e-voting data and learned how to visually represent their analysis. Students were introduced to infographic software and visual literacy competencies. Working in small groups, students used infographic software to develop visual analyses. The instructor and librarian instructor established a rubric for students as a framework for their visual representation. Students developed and demonstrated knowledge in all seven skill areas defined in the Visual Literacy Competency Standards for Higher Education