Page 22 - Journal 2018B FINAL

Infographics
Glen Arthur, University Senior College
We live in a world saturated with media where our attention is sought from a multitude of devices. We want our students to be critical consumers in every aspect of their
lives. Our senior subjects also demand that our students be discerning in their selection and application of information and in the acknowledgement of effective sources.
IAE3 Analysis and interpretation of data and other evidence to formulate and justify conclusions.
KA4 Communication of knowledge and understanding of chemical concepts and information, using appropriate terms, conventions, and representations.
We have the opportunity in our assessment for students to select multimodal delivery of findings, and this is where I feel that the use of infographics can be highly effective.
We make assumptions about our learners in terms of their digital fluency. The truth for many is that they are excellent consumers of technology and media, but very few have highly effective skills in construction in the digital domain. As one of the capabilities, it is essential that we provide opportunities for students to develop in this respect.
Information and communication technology (ICT) capability... locating and accessing information... collecting, analysing, and representing data electronically... modelling concepts and relationships... using technologies to create new ways of thinking about science... communicating chemical ideas, processes, and information...
Many of the science inquiry skills desired in science classrooms such as constructing graphs, representing data, schematics, and scientific diagrams are assumed knowledge in content laden courses. In my own classrooms I have spent the past few years auditing students skillsets to see what they bring in terms of digital construction tools. We must acknowledge the creative experiences found in many primary schools for the multitude of skills.
I have not used Canva since I was in primary school. I used to love being so creative with it...
I use InDesign and Photoshop at home. I taught myself as I like being creative...
Last year I trialled the use of an infographic as a way of representing the outcomes of
a deconstruct and design investigation in Stage 1 Chemistry. Students undertook the challenge of “building a better battery” in a problem-based learning approach. Students were given 4 weeks to determine a reference point as a battery and then design a battery with clear improvements. The creativity that came out of this month was astonishing. I had one group developing a battery that was only made from recyclable materials, one building a battery from their scenario of a plane crash on a deserted island to power a phone,
and one group even sought out an academic from the University of Adelaide to assist in exploring the construction of a microbial fuel cell that ran on yoghurt and dirt!
The outcomes of the investigations generated images, diagrams of electrochemical cells, tables, graphs, charts and illustrations to explain the scenario and product. An infographic appeared to be a quite different, yet ideal way, of conveying this information in a creative and engaging way.
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