5/1/2023 0 Comments Infographic creator in r![]() However, there is limited scholarly literature that focuses on infographic use in education or on the effective design of infographics specifically for educational settings. Because of this potential, we contend that IDT professionals need experience interpreting and evaluating infographics as well as creating them for instructional and performances needs. Because of their wide acceptance and use as a device for delivering complicated content to a wide audience, infographics have considerable potential as a way of efficiently, precisely, and clearly delivering abstract, complex, and dense instructional content – and thus supporting student learning. ![]() Infographics are widely used in newspapers and newscasts (Lamb et al., 2014 Smiciklas, 2012) because they are efficient with encapsulating several details in one visual while still being clear and precise. While we have all likely seen an infographic (which is short for information graphic), an infographic, according to Krum ( 2014), is ‘a larger graphic design that combines data visualizations, illustrations, text, and images together into a format that tells a complete story’ (p. Infographics have emerged as a popular visual approach to deliver abstract, complex, and dense messages (Lamb, Polman, Newman, & Smith, 2014 Smiciklas, 2012 Vanichvasin, 2013). As a result, faculty in IDT courses and programs strive to use authentic and relevant assignments and projects to involve students in the design and assessment of instructional visuals. Over the years, though, visual literacy increasingly has become a skill that IDT professionals need in order to be successful at their jobs (Sugar, Brown, Daniels, & Hoard, 2011 Sugar, Hoard, Brown, & Daniels, 2012). Focusing on visual literacy, though, is not new (Pettersson, 2009) visual literacy has been a focus of IDT since the 1970s (Bishop, 2014 Braden, 1996 Fransecky & Debes, 1972). While there are many definitions of visual literacy (Braden, 1996 Moore & Dwyer, 1994), IDT professionals tend to think of visual literacy as the ability to interpret and create visual messages for learning and performance (Heinich, Molenda, & Russell, 1982). One important component to being able to successfully accomplish tasks like these involves becoming visually literate. Thus, IDT courses and programs strive to prepare students to be proficient at completing such tasks. The field of Instructional Design and Technology (IDT) largely focuses on designing instructionally effective learning experiences, environments, and visual- and media-based messages (Januszewski & Molenda, 2008 Koszalka, Russ-Eft, & Reiser, 2013 Reiser, 2001a, 2001b). The paper concludes with recommendations and strategies on how educators might leverage the power of infographics in their classrooms. ![]() The following paper reports on an exploration of top 20 ‘liked’ infographics on a popular infographic sharing website to better understand what makes an effective infographic in order to better prepare graduate students as consumers and designers of infographics. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear because they are visual presentations as opposed to oral or text presentations, they can quickly tell a story, show relationships, and reveal structure. Infographics are one way of presenting complex and dense informational content in a way that supports cognitive processing, learning, and future recognition and recollection. People learn and remember more efficiently and effectively through the use of text and visuals than through text alone.
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