Infographics: One Genre with Multiple Uses in the Writing Classroom

A year ago, I wrote a blog on my first foray into having students create infographics in one of my courses, and the benefits of those texts as part of synthesizing sources before writing longer, source-based essays.

A year later, I’m back in and kicking it to the next level. Since then, I’m coming back having done some further reading and work on teaching this text. In terms of research to prepare for this, here’s what I read:

In these sources, the authors put forth a convincing case for the power of using infographics for their malleability to a variety of writing situations and purposes. I would highly recommend them, and I say this as I am quickly shredding my copies from overuse.

Back to English 101:

For several weeks, students are reading and watching sources on food systems in the United States in preparation for writing an essay with the purpose of informing. I use the infographic as one step in a process–it brings students to synthesize their sources around a focused topic.

Returning to this assignment for the second year, I made several upgrades to the assignment. First, students would ultimately produce these digitally. Second, I used our LMS, Schoology, to create a page of resources and suggested process for my students.

On this page, I included a mentor study with accompanying texts, Youtube videos on design principles and using PowerPoint to create these texts, as well as links to other free web tools for designing. The page breaks the creation of the infographic into (suggested) discrete steps, with check-in points at each stage so I could monitor student progress. I made a significant design change to this page, which I’ll discuss later.

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My Schoology page for Infographics

 

We spent a little less than a week working through the creation of these texts. Here are some of the products:

infographics

illegal-immigration-

101obesity-101

Moving on:

I was pretty pleased with the assignment, the process I laid out, the resources students were accessing to help them.

I decided to assign this as a task in my elective, Media Maker, as one part of an unit on the Role of Technology in education. Students had already written blogs on their ideas of the value of on-line classes and coursework, engaged in creating various media texts on this subject. However, I wanted them to keep going, and to have them re-purpose their largely text-based writing into new a new form. The infographic would push them to think about how to convey information visually.

However, in this class, students got quickly lost in the steps laid out on my Schoology page. Quick fix: I turned each step into an assignment in Schoology, with something concrete to submit. I also added one element to the student assignment. Because we’re a class that functions completely digitally, we created survey questions, and used student’s social media to distribute the questions, collect responses, and create drafts of the graphics in Google Slides.

What I’m seeing in working with infographics as a student-produced text is that we can use them at any part of a writing process. They can be a formative tool used to synthesize information before turned to more in-depth, formal essays. Or, we can really see them as a valid summative assessment tool that students produce at the end of research, or a way for students to repurpose or re-genre their work.

 

 

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Schoology: The First Two Weeks

I was inspired to write this post after reading Rich Colosi’s blog article, “Six Tips for Starting Your Schoology Course.” For those who are new to using a Learning Management System (LMS), such as Schoology, you’ll find his tips on getting your classes set up and running helpful. Also, people should read Dylan Rodger’s blog, which offers solid ways that units can be organized. You may find it helpful to read these article before continuing into this post.

This is at least my third year starting with an LMS; however, it’s a first for me to be a paid subscriber and to have the full Enterprise version of Schoology with the capability to be used by all students and teachers at Canandaigua Academy. While the set up of my classes wasn’t impacted by this, the results long-term impacts of this integration building wide are, for me,

I’ve found that setting up my classes in Schoology isn’t a whole lot different from the moves that I make when setting up a regular classroom. It takes some planning foresight, logical organization, and a committment to creating working long-term program.

Here are some things that I do:

  1. Build it and they will come. It’s important that when bringing students to an LMS, there has to be content there for them to work with, and there’s purpose for why students are there. Make sure you have either a calendar populated, folders with course content in them, even if it’s as repository system, an assignment to turn in, a quiz to take, a discussion to contribute to.

Without it, where’s the rationale for using the tool. So, it means that the teacher needs to have  some reasons to use Schoology. What I recommend is to pick one way that you can use it, do it, and then add other purposes as the year goes on.

2. Like what Colossi suggests, organize by folders and create a numbering system. Can’t agree more. However, content is organized, work to give students a guide. When I go into Schoology the first time with my students, we open the folder for the first unit, I direct them to the first page in the folder. It’s a unit plan or outline to follow, and each item in the unit is given a task, goal or quest number. See below:

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Each of these items is then linked to the assignment, video, link that they need to accomplish. What I’ve found is that students can independently move through the tasks, I can assist where necessary, as well as give target dates on where they should be in the module, and spend class time in conferences with students. An ordering system like this also makes it easy for kids who weren’t in class to figure out what they need to accomplish.

While I don’t share it here with students, simply to try to keep it streamlined, I have each of these tasks linked to a Common Core standard.

3. No substitutions. One of my fears when starting to use a LMS was that students would have problems with the technology or wouldn’t be able to find materials, or that they just wouldn’t work. When students came to me and said, ” I couldn’t find this,” or “It didn’t work,” I was pretty accommodating and took things in paper, made extra paper copies, and allowed excuses.

As I’ve grown more comfortable, I’ve stopped that enabling. Once it’s made clear that this is the mode by which business will be conducted, these problems disappear. Teachers shouldn’t have to apologize for their planning, how they give resources, or the integration of technology into the classroom. Additionally, at all levels we need to stop rationalizing, privileging and normalizing the idea that “Computers don’t like me.”

4. Model. With the above in mind, I realized that anything I wanted to do in Schoology, I had to teach and model. Once I showed them how to submit an assignment, I knew they could do it, and then there were no excuses. We do this with other things, so why not with this? Link students with the Schoology help menu, which is rich in resources for how to do things. Teaching students to use help menus is a valuable skill in terms of self-reliance in a 21st century world.

5. Reward. In trying to gamify the first module in one of my courses, I reward students with 24 hour extensions for completing groups of tasks, which I call levels. This has been an inexpensive means to reinforce routines, procedures and tools that we’ll be using. Kids want the small tokens I give them and the badges I developed. Schoology let me monitor and keep this system organized.

My strategy in working with cool new tools and strategies has always been to jump in and see what happens. After the class ends, assess the fall-out and then make it better. If you take this approach, and you’re jumping into Schoology, just keep going, building, and making it better for you and your students.

For those who move with more caution, then, consider the above, and then just start, go slow, figure out how it will work for you.

Either way, keep going and making the classroom better for you and your students.