Running Head: Children's Rights

Children's Rights
Mark Flancbaum
October 5, 2014

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Children's Rights

Mark Flancbaum

October 5, 2014

Overview
I created an infographic about the rights of a child. Using my
infographic I provided statistics about the disparity in how those rights
actually look in the world today. I started with the United Nation's
Declaration of the Rights of a Child. I listed several rights described in
the declaration. To show the disparity in those rights, I provided
statistics for The United States and Angola. I chose these two nations
because they were one example of a large disparity of rights. They
also happen to fall on opposite ends of the alphabet. This helped me
to make the point: opposite ends of the alphabet, opposite ends of the
spectrum in terms of children's rights.
I designed my infographic to raise awareness that children around the
world do not all receive the same rights and to encourage people to
take action and make a change.
I designed my infographic to accomplish three learning objectives:
1. Students will be able to identify several basic rights of a child.
2. Students will be able to compare statistics of two nations to
recognize the disparity in children's rights around the world.
3. Students will be able to research organizations who are already
fighting for children's rights.
I initially designed my infographic for my fifth grade students
participating in a unit on human rights. My students studied groups,
both past and present, which have had their rights violated. Due to
the age of my students, I used age appropriate images and text. Along
with my fifth graders, I designed my infographic for my University of
Colorado Denver colleagues, philanthropic organizations, religious
organizations, and people in the world who have financial or political
resources to help ensure all children are granted the rights they
deserve.
I designed my infographic to tell the story of children who are not
being granted their basic rights. I created the infographic using a
compare and contrast structure. I listed important basic rights of
children down the center. To the left of the list I included statistics from
the United States, a country where most children are receiving basic
rights. To the right of the list I included statistics from Angola, a
country where fewer children are receiving basic rights. I designed my
infographic to include a significant amount of information on one page.
While I included a lot of information, I designed simplistically to make
my message clear.

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Children's Rights

Mark Flancbaum

October 5, 2014

I created my infographic using PowerPoint. I used free images in my

infographic. My infographic can be viewed through my ILT portfolio:
http://sites.google.com/site/flancbaumportfolio/projects/rights-ofchildren.

Design Decisions
I designed my presentation with five main goals in mind: telling a
story, conciseness, labeling pictures, contrasting elements, and
promoting action. Each of my goals was an intentional decision
intended to clearly and quickly communicate information to my
audience.

Design Decision #1 - Tell a Story with Shocking Statistics

I used my infographic to tell a story with shocking statistics. I told the
story of children's rights in two countries. Heath and Heath (2008)
said, "We must fight the temptation to skip directly to the 'tips' and
leave out the story" (p. 217). I could have told people what to do
about the disparities in childrens rights. Instead, I told the story of two
countries and let the audience make their own decisions about the
disparities. In the upper right hand corner of my infographic I told the
story of how just like Angola and the United States are on opposite
ends of the alphabet, they are on opposite ends of the spectrum in
terms of children's rights. Through this narrative, I set the stage for
telling a story comparing these two countries.
I told my stories with shocking statistics. Duarte (2010) urged
presenters not to gloss over statistics if they are shocking. Shocking
statistics are one way to create a memorable moment for the
audience. She said this moment should be a significant and
enlightening moment (p. 148). Most people know there are major
differences between the United States and Angola. They may not
know the difference is so large. I used the statistics to highlight the
gap. I used the shocking statistics to tell the story of the two countries
and create a memorable moment for my audience.

Design Decision #2 - Conciseness and Simplicity

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Children's Rights

Mark Flancbaum

October 5, 2014

I was as concise and simplistic as possible with my infographic. I

included a lot of information, but only used words, images, and
statistics that were absolutely necessary. Golombisky & Hagen (2010)
advised designers to, "Minimize ornamentation." They also
recommended keeping writing tight. Headlines and titles should be
short. Labels should be concise (p. 163). Additionally, Roam (2008)
suggested using the simplest model possible to get across your
message (p. 165).
I was concise throughout my infographic. The title used only necessary
words to tell what the infographic was about. The labels for each
statistic were done in as few words as possible. So that the meaning of
the labels was clear, I included a key to explain what each label meant.
I chose simple models of each country's flag. I also chose basic black
and white pictures to represent each basic right. During my revision
process, I removed many small words. In most cases, I opted for short
statements rather than complete sentences. I used conciseness and
simplicity as major design goals for my infographic.

Design Decision #3 - Labels and Pictures

I made information in my infographic clear by using labels and
pictures. Roam (2008) recognized that although it is completely clear
to us what our pictures represent, our audience will approach our
pictures from a different perspective. They might miss the point we
were trying to make. To avoid this, we should make it clear by labeling
pictures (p. 161). Golombisky & Hagen (2010) outlined the parts of an
infographic. They included a big, bold, and clear headline. In addition,
they included callouts. Callouts, or labels, provide details about the
elements of an infographic (p. 162).
I included a large, bold, and clear headline on my infographic. I made
it stand out by including a text reflection. I paired pictures and labels
to create a clear message for each statistic. The pictures also
correlated to the basic rights every child should have. I used arrows to
help my audience connect the basic rights to the statistics. I knew the
pictures and labels might not be clear enough on their own due to their
brevity. To clarify further, I included a key with more information about
each label. Using pictures, labels, and the key I was able to clearly
communicate my message.

Design Decision #4 - Contrasting Elements

I used contrasting elements in the design of my infographic. Duarte
(2010) claimed people are drawn to contrast because life is surrounded
by it. In addition, She described types of contrast that can be built into

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Children's Rights

Mark Flancbaum

October 5, 2014

a presentation. One type of contrast is content contrast. Content

contrast moves back and forth to compare what is to what could be (p.
40). One tool to contrast elements is color. Golombisky & Hagen
(2010) said color is one of the greatest tools you have when creating
an infographic (p. 162).
I used contrast in my infographic to contrast Angola to The United
States. I used six statistical measures to contrast the two countries
and the rights children receive in those countries. I intentionally chose
The United States as a country where basic rights are given to most
children. With this choice, I showed a country where it is close to how
it should be. I then chose Angola to represent a country where many
children do not receive basic rights. With this choice, I showed a
country that represented how things actually are in many places
around the world.
Along with statistics, I also contrasted with color. I designed my entire
infographic in black and white. The exception was using a blue border
around The United States and a yellow border around Angola. I
matched these colors with the blue and yellow from each of the
country's flags. Blue and yellow are complementary colors. According
to Reynolds (2014), complementary colors are opposites. Because
they are opposites they work well together to provide a good contrast
(p. 74). Contrast was a major design decision for my infographic.

Design Decision #5 - Promoting Action

I used my infographic to promote action for children's basic rights.
Heath and Heath (2008) said stories mobilize people to act. They help
the audience understand the problem and find a customized solution
they can take part in (p. 234). Duarte (2010) claimed a call to action
clearly tells the audience what you are asking them to do. It gives
them tasks to help make your idea happen. (p. 42).
I promoted action in two ways through my infographic. First, I clearly
showed a disparity in the world. By showing this disparity, I created a
gap between what is and what should be (Duarte, 2010, p. 40). Seeing
this disparity created a desire in my audience to take action. Once the
desire was created, I gave my audience ideas of how to take action. I
did this by including a Take Action section. In the Take Action section I
highlight organizations already helping with children's rights. Using
this information, the audience can decide how they want to take
action.

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Children's Rights

Mark Flancbaum

October 5, 2014

Formative Evaluation Response

I sought out feedback from my peers in five areas. Four different peer
reviewers' feedback is shown below.

Peer Review Question #1:

How would you recommend I make my key of terms most clear?
I asked this question because I noticed my key was quite small and
wordy. I wanted to give enough information, without overwhelming my
reader. I received feedback on both my key of terms and the basic
rights box in the center of my infographic.
Peer Reviewer A:
It was hard to see that the key terms were in the black box in the
middle. Initially I thought each box contained separate information,
and I didnt understand what was in the middle. Also I wonder if
images (placed in the black center container) of those affected by the
inequality would help me make a connection to the information?
Peer Reviewer B:
I think your terms are pretty clear. You have an icon next to each term
as well as a more thorough definition at the bottom if needed. Keeping
in mind your fifth grade audience, a more descriptive icon for infant
mortality rate could be a tombstone instead of the tally marks. GNP is
one they probably will not know, but your dollar sign icon helps the
viewer understand this has to do with money.
Peer Reviewer C:
I think it is pretty self explanatory, but you could put "key of terms" up
above it if there was room. Honestly, I think it looks nice the way it is.
Peer Reviewer D:
I think including key terms is a clever idea. I suggest substituting the
text for the symbols you use in the charts. In my opinion it would be a
more direct and graphic approach to provide the information.
Considerations:
I used a lot of the feedback I received for question #1. I changed the
five tally marks to a tombstone for the five-year mortality rate. I think
my audience will make a better connection with the tombstone. One

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Children's Rights

Mark Flancbaum

October 5, 2014

peer reviewer mentioned she did not understand the terms in the
middle connected to the statistics in the outside boxes. To make this
clearer, I added arrows from the terms in the middle to the outside
boxes. To connect my audience to the information, I added images of
children from each country.

Peer Review Question #2

How would you more clearly tell a story with this infographic?
I asked this question because I know how powerful stories can be. I
wanted the audience to connect with my infographic, but I felt it might
be slightly too information heavy.
Peer Reviewer A:
Consider incorporating some emotion to the issue with images of
children for each of the legend graphics. For example, underweight
rate could be an image of an underweight child in Angola vs. an at
weight child in the US.
Peer Reviewer B:
You have a very clearly presented infographic. As far as presenting a
story, you walk the viewer through what is happening in each country.
Its very easy to follow. If you added a picture of a child in each
country, it might help to paint the picture of what life is like for that
child in his country. That being said, there might not be room for this
addition.
Peer Reviewer C:
My first impression when you asked this question was the use of
photographs. I think that if I saw a picture of a underweight Angolan
(?) child, it would tug at my heart strings and make me want to donate
or help. I don't know if that would really fit with the rest of your
infographic though. It looks really nice the way it is.
Peer Reviewer D:
I found your infographic very informative, visually attractive, and
impactful. I think you communicate a story effectively selecting
appropriate and easy to understand symbols, text, and organization.
Maybe it would be a good idea to organize the information of both
contrasting informational charts (United States and Angola) in the

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Children's Rights

Mark Flancbaum

October 5, 2014

same way you used for the first one: symbol, term, and percentage. I
think it will be more clear, consistent, and easy to read.
Considerations:
I received valuable feedback from my peer reviewers on question #2.
One recommendation was to add images for each statistic. Although I
liked the idea, I decided it did not fit with the overall design of my
infographic. I decided to add one image from each country to make a
connection. Peer Reviewer D recommended I organize the information
using only percentages. I originally planned to use only percentages,
but the data did not fit with this organizational structure.

Peer Review Question #3

What are your thoughts about the basic right of housing being paired
with GNI Per Capita? I was unable to find the homeless rate for each
country, which would be a more appropriate statistic.
I asked this question because I thought it might be a stretch to match
GNI Per Capita to the basic right of housing. I was looking for feedback
on how to strengthen the connection.
Peer Reviewer A:
At first it was unclear that the terms in the middle represented the row
of information for either side of the term. You might use subtle shading
for each row (or graphics) to show the connection. As far as the
statistic, GNI works for me.

Peer Reviewer B:
That is the one that was the least clear for me. Could you replace it
with something else or remove it? I do think its fine as is, but I had to
read the GNI description at the bottom for a clearer understanding.
Peer Reviewer C:
Since a statistic on homelessness was not available, I think that the
GNI fits well. A family's income directly correlates with housing. If you
don't have money, you won't be able to afford housing.
Peer Reviewer D:

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Children's Rights

Mark Flancbaum

October 5, 2014

I think you provide a good general approach about the acquisition

power according with the gross national income. I am not sure if its
the appropriate math for housing; but the data gave me a general idea
about the disparities between both countries.
Considerations:
I was given mixed feedback about question #3. Ultimately, I wanted
my reader to see the large disparity in money earned in each country.
I also wanted them to see housing as an important right for children.
Although the two are not exact matches, I believe they correlate
closely enough, so I decided to keep them as is.
I agreed with Peer Reviewer A about using subtle shading to connect
the center box to the outside boxes. I attempted shading, but I was
unhappy with the results. I opted instead for arrows to draw the
audience's eyes from the center box, to the two outside boxes.

Peer Review Question #4

What information in my infographic is unclear at first?
I asked this question to learn what took my audience a long time to
understand. I wanted my audience to be able to quickly comprehend
the information. If they were not able to, I wanted to know about it.
Peer Reviewer A:
There are a lot of small words that struck me as a lot of detail that
might be removed; the text above the US container and the Angola
container for example. I didnt see the connection with the center black
rectangle.

Peer Reviewer B:
At first glance, I thought Angola was a random choice for comparison.
But, after reading that Angola and the US are at opposite ends of the
alphabet and the spectrum on childrens rights, it made sense. Maybe
highlight this in some way under the name of the country like Angola:
top of the alphabet, last in resources or something like that.
Peer Reviewer C:
The data is all very clear and concise. The only thing I can think of is
maybe how someone could help (besides contacting one of the
foundations at the bottom of your infographic).

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Children's Rights

Mark Flancbaum

October 5, 2014

Peer Reviewer D:
The information in your infographic is clear and easy to understand.
However, the list of organizations dedicated to help around the word
was difficult to understand for me at the beginning. It took some time
for me to realize that it was a list of organizations.
Considerations:
I was given additional feedback for question #4. The first major
change I made was to remove many unnecessary words. I changed
from complete sentences to short statements when describing the
United Nation's Declaration of the Rights of a Child. I did the same
when contrasting Angola and the United States at opposite ends of the
alphabet and opposite ends of children's rights. In my key, I removed
all unnecessary words to limit text as much as possible.
I tried to highlight my choice of Angola and the United States more
clearly by redesigning the box in the upper right hand corner. I added
a small A to Z graphic and reworded the information to be more direct.
One peer reviewer did not understand the organizations in the take
action box. To stay with the overall design of my infographic, I added
arrows to connect the statement to the organizations. I also reduced
the text in the box to make the information more clear.

Peer Review Question #5

What would you change about the design of my infographic?
I asked this question to draw out the design expertise of my
classmates. I wanted to learn how they would have designed the
infographic differently.
Peer Reviewer A:
Add emotion, this is definitely a good subject and a few contextual
images would nail it.
Peer Reviewer B:
Your infographic is great. Very clearly presented, easy to understand,
and the images and statistics look great. I know you used PowerPoint,
so you may be limited, but thinking of the size of a printout 8.5 by 11
you could spread out your text a little. Your supporting text is pretty
small, and I overlooked it at first. But it contains some great
information. So if I had to change something, I would make your
infographic longer so that you could make the text larger.
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Children's Rights

Mark Flancbaum

October 5, 2014

Peer Reviewer C:
Your infographic looks amazing! The only thing I notice is the yellow,
blue, and black boxes are slightly off from the words below. It doesn't
detract from the infographic though. I really like how you use blue to
tie in with the American flag and yellow to tie in with the Angolan flag.
Peer Reviewer D:
I think you are doing an excellent designing job with your project. I
suggest to add website links to the organization list to encourage your
take action call. Also, I recommend adding more prominence to your
take action call, as it is the instructional section of your infographic.
In my opinion your project is a great example of the design purpose of
this project. I would love to see your final product and have your
approval to share it with other people since you are addressing a global
issue in an inspiring and impactful handout.
Considerations:
I received more excellent feedback from peer reviewers on question
#5. Peer Reviewer B requested I spread out the text. I accomplished
this by removing unnecessary text to create more white space.
Peer reviewer C noticed the text was slightly offline. I used the more
precise formatting tools in PowerPoint to fix the alignment.
Peer reviewer D asked for links to the organizations in the take action
section. I liked this feedback, but I decided not to include it. I believe
adding more text would make the information look too crowded.

Lessons Learned
The most important lesson I learned through the process of creating
my infographic was peer feedback is powerful. Through receiving
feedback from my classmates and my family, I raised the quality of my
infographic from the draft stage to the final stage more than I
anticipated.
If I were to do this project again, I might try a different tool. I was
pleased with the product I produced using PowerPoint. However, I
wonder what this infographic would have looked like had I used a tool

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Children's Rights

Mark Flancbaum

October 5, 2014

like Piktohart. PowerPoint is a simple tool, but it is not designed

specifically for creating infographics.
Designing away from the computer worked well for me. I spent days
gathering statistics and sketching out possible designs. When it came
time to design on the computer, I had data, and I had a clear
infographic design in my mind. I found this made creating the
infographic more seamless. The final infographic did not turn out
exactly as I had planned, but it was close.
Choosing an important topic was also critical to designing the
infographic. Children's Rights was an important topic for several
reasons. One, it is a major problem throughout the world. Two, my
students were studying rights violations. I was able to use the
infographic immediately in my classroom. Because designing the
infographic was relevant to me, I was more motivated to make it the
best I could.
Designing an infographic is a challenging process, but the final product
can be a powerful tool to educate others and inspire action.

References
Duarte, N. (2010). Resonate. Hoboken, NJ: Wiley.

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Children's Rights

Mark Flancbaum

October 5, 2014

Golombisky, K., & Hagen, R. (2010). White Space is Not Your Enemy. Burlington, MA:
Focal Press.
Heath, C., & Heath, D. (2008). Made to stick: Why some ideas die and others survive.
New York, NY: Random House.
Reynolds, G. (2014). Presentation zen design: A simple visual approach to presenting
in today's world (2nd ed.). Berkeley, CA: New Riders.
Roam, D. (2008). The back of the napkin: Solving problems and selling ideas with
pictures. New York, NY: Portfolio/Penguin Group.

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