Digital Literacy: Teaching Infographics, a sub-genre

infographic components

During the past few months, I have had the pleasure of teaching a Digital Storytelling course. The focus was on how students can use digital modes to communicate their understanding of concepts, topics, and problems. Recently, the learning was on infographics. We live in a visual world, digital communication makes up most of the reading one does daily. Videos, images, and infographics are commonplace and examples of reading and writing digital literacies.

Digital modes of communication are best taught as sub-genres in the classroom. When considering Infographics and how best to teach students to consume and create them, the following are guidelines that will assist you in this endeavor.

First, start with an inquiry lesson in which students investigate a collection of infographics that are considered to be of high quality. I like the ones listed in the article entitled, 11 Best Infographics of 2015. students will find a variety of designs, structural examples, along with content areas. Students are charged with Identifying Commonalities, Naming Components of Good Infographics, and Providing Reasons to Justify Claims. (All which are aligned to the Common Core Writing Standards).

Second, identify a mentor “text” (in this case an infographic) in which students can use to refer back to when making decisions on their own infographic. Remember, a mentor text is one that has many access points students can use. It can be one that is teacher-created, or student-created, as well as one from an expert. It does not need to align to content, instead, the focus is on skills and components students use and show when designing an infographic.

Third, good writers/designers plan before they start creating an infographic. A storyboard or checklist containing components of an infographic will provide structure to budding designers. Check out Google Templates for examples, or better yet, have students create their own. The more complete their planning is, the more successful their creation of infographics will be.

Finally, provide a checklist containing the 7 Elements above with explanations, examples, or other activities that allow students to dig into the different areas while constructing their  own knowledge of this sub-genre.

  1. Topic: Student-Choice should be given when selecting a topic. Remember, we are working on skills and components of stellar infographics that they can use from this day forward, not the content! The topic should be relevant, engaging, as well one that is not currently an infographic that they can Google and copy.
  2. Audience & Purpose: Identifying audience and purpose of communication provide a lens in which to look through when sharing information. Just as in all types of communication, the skills students use to demonstrate their understanding through an infographic are transferable to multiple digital and text-based modes.
  3. Structure: Infographics have structure similar to what a reader may notice in non-fiction. Description, Compare and Contrast, Order, Sequence, Chronological, Cause and Effect are a few of the ways students can consider when structuring their information and flow.
  4. Hook: Good Infographics have a catchy title or image that “hook” the viewer at first glance. Students should identify this, not only in mentor examples but also as a skill that is transferable to all forms of communication. Taking time to practice this skill is essential!
  5. Balance: Infographics have a balance between text, images, icons, and white space. Succinct communication through words, phrases, and images demonstrate a command of the information and also design elements.
  6. Design: There are many different strands to infographics when dissecting design elements; start with the basics and build from there. Notice color schemes, fonts, and images. How do they promote or detract from the message? A site for those of us that are clueless when it comes to color choices is Coolors which generates possible options for users. When deciding on fonts, Canva’s Design School provides examples as well as reasoning.
  7. Sources: Finally, when students cite their sources, they not only enhance their credibility when providing data, support, etc., but they are also demonstrating good digital citizenship by avoiding plagiarism and recognizing copyright.

My love for infographics has been reawakened through the teaching of this course. It allows me to blend my passions in literacy and technology. Teaching digital literacy, and the modes that are associated with it as a sub-genre provide accessibility to educators and students for reading, viewing, and creating their own! Here are a few sites to support the creation of Infographics:

Day 3 Digital Storytelling

Google Draw

Canva

Piktochart

Easelly 

Amplifying the Writing Process with Technology

 

Conf

Yesterday marked the 8th year of the Iowa 1 to 1 Institute. A conference that is close to my heart, and has provided support, inspiration, and opportunities to me throughout the years. It is also one that I help to organize and run with an amazing team led by Nick Sauers.

This year, over 1000 educators gathered in Des Moines for the 2 day conference.  Dr. Robert Dillon kicked off the first day leading the learning on Leadership Day. The second day provided attendees with over 100 sessions to attend. My session focused on the influence of technology on the writing process and the changes that have occurred because of this influx. These changes have helped to amplify student writing in multiple ways. I have included my slides which highlights these changes, provides brief theory, as well as technology resources and tools to amplify the writing process.

Amplifying the Writing Process

Link to Slides found Here! 

Blogging in the Classroom: Student Roles

blogging in the classroomIn 2009, I began my personal journey in blogging, as well as implementing blogging into my classroom. Josh, a senior that year, walked into my classroom and told me and his peers that he hated writing and was going to hate this class. Instead of questioning him, I simply stated that this year we were going to try something new with in our writing class and I hoped that it would change his mind – Blogging.

Fast forward 2 months, and Josh had a personal blog, a classroom blog, a large following of readers, and had changed his views on writing overall. In fact, I often brought him with me to speak with other educators and students on the power of blogging, student choice, and a public audience. Not only did he revel in this new found role in speaking, but he became a writer, and actually enjoyed it.

Blogging is the one strategy, that I share with other educators, as the most powerful shift in my teaching with the integration of technology into the traditional ELA classroom. My students were empowered to share their voice, honed multimodal communication skills, and wrote real pieces for a different audience than the traditional, lone teacher.

I am often asked for blogging advice to support educators new to blogging in the classroom, so, this will be the first post in a series I will write. You can find my “Classroom Blogging Expectations” HERE. Feel free to use these as a starting place for your own classroom.

When considering the roles of student bloggers I offer the 5 following considerations for you and to be shared with the students:

Student Roles

  1. Write, Write, Write – Blogging requires students to write, and write often. To maintain an engaged audience, students must write and publish frequently. On average, my students publish two posts a week. Not only did this require them to be constantly writing, but to have multiple pieces started and in different places in the writing process. The amount of student writing inside the classroom doubled, but the most interesting surprise was the amount they wrote outside of the classroom, to keep their readers satisfied and wanting more!
  2. Purpose and Voice – While this did not happen overnight, students soon realized their writing required purpose to appeal to their readers. Through blogging, students discovered their own, unique voice and their purpose for writing was uncovered. Starting off with a general blog was how many students began their journey, but the more they practiced and published, and the more they read posts from other peers and writers, they realized that most blogs had a niche; and they needed one as well. From original music, xbox tips and videos, to a co-authored blog publicly debating controversial issues; my students refined writing skills, uncovered and developed their own niche, and unearthed their voice as a writer.
  3. Publishing – Another student role in a blogging classroom is the responsibility of publishing regularly on a public platform. Publishing their work to someone different than the traditional, lone teacher increased engagement and developed explanatory and argumentative writing skills. It also provided students an opportunity to shift from digital consumers to digital creators. Having spent most of their lives reading online, students now created the same types of texts they read daily. This exposure to practice writing multimodal texts demanded knowledge and demonstration in structure, format, design, audio, visual, etc. (some posts were in the form of images or vlogs – video blog posts) .
  4. Community – Starting off, I knew the pitfalls of having students blog; one being who would read their posts. Before I introduced blogging to the students, I connected with other educators across the country to develop a blogging community for the students. This way, not only would they have their peers reading their thoughts, but also peers from around the country would be reading their work on a regular basis. This element is essential. Plan carefully to ensure someone reads what your kids post, or else it will loose purpose and engagement will dwindle. This community of writers was created to share ideas and encourage growth in all kids. Students commented on and followed each others blogs. Their charge was not one to edit or evaluate each other, instead, to be an active participant in this learning community and respond in a way that moved all writers forward. (How I taught my students to respond is found in the blogging expectations linked above). This collaboration and connection provided powerful reinforcement for writing!
  5. Finally, it is a student’s responsibility in a blogging community to not only reflect and respond on the other writers in the group, but also a personal reflection of growth as a writer. This was done throughout the year and ended in a reflection sheet containing links to posts in which they felt demonstrating their strongest displays of writing or which met standards. They reflected on their growth as a writer and their contribution to the community as a whole. They reflected and shared stories of their own writing, but also included stories how they helped other writers move forward!

There are many roles and responsibilities of student bloggers that could have been included on this list, but in retrospect, this list encompasses the top 5 roles my students found themselves in most frequently.

Next time, I will share the roles and responsibilities of the teacher in a classroom that blogs!

5 Google Resources to Support Student Writing

Pathways to the Common Core- Accelerating Achievement (2)Supporting students in the writing process involves explicit instruction, modeling and utilizing resources to support their development. Sharing high-quality, digital resources with students will increase accessibility and independence in all student writers. Writers, professionals, and adults use digital and non-digital resources to improve their writing, so why wouldn’t we provide the same experience and guidance to our own students?

This list of 5 Google resources are practical and easy to use with all writers! They support a wide-range of ability, mimicking what is commonplace in the classroom. From the struggling writer, English Language Learner writer, and the gifted writer; Google resources can support all kids!

  1. Google Doc Research Tool – Search on Google, Scholar, Images, Tables, and Dictionary to access the information you need without leaving Google Docs. The Research tool allows users to cite information using multiple formats.Pathways to the Common Core- Accelerating Achievement
  2. Google Keep – Google Keep captures your thoughts via text or voice. Create lists, add images and access across multiple devices. Notes are shareable to friends and teachers making brainstorming, tasks, and source collection easy with this resource. Students can set reminder notifications as well! Google Keep
  3. Grammarly – Grammarly is an App that can be added to your Chrome browser. This app detects plagiarism, and helps to improve your writing. It recognizes spelling mistakes, as well as errors in Grammar Usage and Mechanics. It offers suggestions to users. A great app for students to utilize as their first support in editing. Grammarly
  4. Read and Write for Google – Read and Write for Google provides accessibility for docs., the web, pdfs., and epubs. Options provide support to all students! Struggling readers and writers can use the Google Docs tool bar to read aloud and highlight text. Use the picture dictionary to support emerging readers and writers. The translator option supports ESL students as they write and struggle translating ideas in another language. Free for teachers and can be pushed out to your entire domain! Read and Write Google
  5. Voice Typing Tool – Google voice typing allows writer to easily put their words on a page by speaking them instead of manually typing. Voice Typing is located under the “Tools” tab in Google Docs and appears as a microphone symbol, on the side, once selected. When trying out for my own use, I was surprised on the accuracy and would recommend this to teachers and students without hesitation. Pathways to the Common Core- Accelerating Achievement (1)

Uncovering the Why: the Importance of Beliefs

BeliefsFor many years, my professional learning consisted on the “what” and “how” in the classroom. What were your kids reading? writing? discussing? What tech were you using? How are you using portfolios? How do you grade? How do you differentiate? 

While all of these questions are important to answer, it wasn’t until I drilled down the Why, that I truly appreciated learning. Understanding the why, helps provide a framework in which all other decisions can be based upon. Why do I teach Shakespeare? Why do I have students blog? Why does it matter that students publish to  public audience? Why do I prefer the workshop framework over traditional instruction?

Currently, I am reading Read, Write, Teach by Linda Rief. The introduction provides insight into the purpose, design, and the Why for writing this book. She starts with the Why because it “grounds her choices of the what and how.”

The following are images of my own Whys on Literacy, inspired by the work of Linda Rief. I encourage you to not only explore your own beliefs on teaching and learning, but also to bring the conversation back to your departments, buildings, or even districts. Do we have similar beliefs? What is gained and what is lost when staff members have the same beliefs? Is a common set of shared beliefs necessary for our students?

Read, Write, Teach- Rief (1).jpg

Read, Write, Teach- Rief (2).jpg