Running head: RESEARCH ON VISUAL AND MEDIA LITERACY

Research on Visual and Media Literacy

The Use of Infographics in the Classroom
Mary Nottingham Wallace
University of West Georgia

RESEARCH ON VISUAL AND MEDIA LITERACY

Title: Using Infographics in the Science Classroom

Author: Rosemary Davidson
Description: This article examines the benefits of using infographics in a science classroom for
both research and presentation of projects. The author was searching for ways to address the
Next Generation Science Standards as well as incorporating the Common Core English
Standards while ensuring her students truly connect with the material.
Review of Literature: The literature the author relied on for this study came primarily from an
ASCD study on Media literacy and 21st century skills. One finding from this research that
Davidson hoped to replicate was the belief that when implementing technology in the
classroom, the menial work of complicated tasks (such as creating a hand drawn poster to
demonstrate learning) becomes contextualized and has new significance, students are more
willing to take the time to get in right.
Analysis of Methodology: The researcher used qualitative analysis in the form of focus groups.
These twelve students were chosen from three various levels of chemistry classes at St. Josephs
Academy in St. Louis Missouri. The students were asked open ended questions on the use of
infographics at three times during the academic year. The first occurred during the first two
weeks of school. The next was at the end of the first semester with the final interview taking
place at the end of the year.
Summary of Results: The students reported connecting with infographics more deeply than they
do with text or traditional PowerPoint presentations. They also stated that creating infographics
forces them to decide which information is truly essential and requires them to find evidence that
supports their point of view.

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Opinion on Research: This study was completed in a private school setting using participants in
high school or college level chemistry classes. Replicating the study to include students from
other schools, perhaps those of a lower economic status would be interesting. Also, expanding
the research to students enrolled in science classes addressing other disciplines, not just
chemistry, may result in different outcomes.
Personal Impact: This study confirms my belief that infographics are an excellent tool for
instruction. By adding visuals to explain complex text, students interact with the information on
a deeper level.

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Title: Visualizing Text: The New Literacy of Infographics

Authors: Mark Davis and David Quinn
Description: The authors of this study examine the use of infographics in middle school English
Language Arts classes as a way of engaging students in critical analysis via close reading. Preselected infographics and text explaining the same content were provided to learners. Students
then had to answer three higher level questions based on this information.
Review of Literature: While the authors of this study consulted numerous research article of the
instruction of reading and critical thinking skills, the primary information used comes from
Introduction to Informational Literacy published by the American Library Association. The
pervasive use of infographics in all sectors and the crucial need for familiarity and
comprehension of the medium is emphasized.
Analysis of Methodology: A basic interpretive qualitative method was used. Twenty-one middle
school students grades 6-8 enrolled in King Phillip Middle School in Norfolk, Massachusetts
were included in the study which consisted of observation, interviews, and the response to three
pre-determined comprehension questions.
Summary of Results: The use of infographics in conjunction with more traditional text resulted
in the students ability to comprehend content more effectively. The participants reported not
only feeling more informed when using both mediums, but they were also more willing to
answer questions they viewed as challenging or complex. Not surprising, the use of infographics
as a means for critical analysis was seen to more effective in those students who had received
prior direct instruction in the use of this visual tool. Furthermore, participants who actually
created their own infographic ( on an entirely different subject) were the most adept and the
most confident when answering the critical thinking questions.

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Opinion on Research: The methodology appears sound and recreation of these results is highly
likely in another environment. However, there were several unanswered questions such as were
all of the students in the study on the same reading level? If not, how did the results vary among
the different levels? Also, what is different about the students who were able to perform well
using only the infographic without being exposed to the text?
Personal Impact: While I will continue to expose my students to more forms of visual media
including infographics to increase critical thinking skills, the creation of their own infographics
will become more of a priority in my instruction.

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Title: Science News Infographics

Author: Gary Lamb, Joseph L. Poleman, Alan Newman, Cynthia Graville Smith
Description: Scientists use graphs to represent their data in reports, analysis, journal articles, and
press releases. Infographics are widely used to share complex science concepts and its
importance to our everyday life. The focus of the research is in identifying components of
science infographics that can be focused on in instructional settings.
Review of Literature: While the authors refer to several recent research studies, they focus on
a project entitled: Multimodal Literacy. This calls for fostering the representational competence
of young people and developing their multimodal literacy.
Analysis of Methodology: This study uses a design-based approach, meaning that the
researchers hope to contribute simultaneously to educational theory and practice. 10 individuals
with an expertise in science, graphic/information design, and learning sciences participated in
the study. They answered questions on their thinking about graphic and information design
related to science. Each participant was provided with two infographics and was asked to rate
them by interpreting and evaluating the quality of each artifact using multiple rubrics.
Summary of Results: The comparison method resulted in five distinct areas in which science
infographics can be utilized by students in science classrooms:

To search for science information

To critically evaluate the credibility of sources and make sense of ideas from multiple

sources
To understand the relevance of science to their own and others lives
To put cutting-edge science into context
To communicate their understandings

Opinion on Research: As an educator, I appreciate the design based approach as I feel it is

pragmatic and can have immediate impact on teaching and learning. As an extension of this

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research study, I would be interested to see how students would rate the same rubrics after
becoming familiar with the interpretation and creation of infographics.
Personal Impact: Although this study focused on high school aged students, I feel that science
infographics are the first content area infographic I should introduce to my elementary aged
learners. From animals to space to the environment, this discipline fosters numerous natural lines
of inquiry for children and lends itself well to exploring infographics.

Reflection: To be educated consumers and citizens, students need to understand and be critical
of information presented in graphical form. Most newspapers, broadcasts, and news websites use
infographics to attract the readers attention and share usable information. These visual
representations present complex content quickly and clearly by integrating words and graphics to
convey information, patterns, or trends. Infographics can be used in education as a timely and
relevant tool to support reading and writing in powerful and innovative ways. However, I feel
that infographics should be viewed as complex, standalone texts, not simply a text feature or
graphic element embedded within another document.
I will continue to use infographics in my classroom as a primary means for teaching students
to become critical consumers of the visual media they are increasingly exposed to. This tool is
also an excellent way to present complex content using both words and images. As dual coding
theory states, the will result in deeper learning as well as quicker recall. Finally, through the
creation of their own infographics, I feel students can truly grasp the power of conveying
information in this visual pleasing format.