You are on page 1of 8



Visual and Media Literacy Final Assignment
Chris Haynes
University of West Georgia

He only has an allotted 9 class days to teach this information.C. Flow expressed concern about the amount of content that he is required to cover in his AP World History course’s first period.flow@hallco. Mr. Engineering. Trevor Flow who teaches AP World History at North Hall High School in Gainesville. In an effort to address this problem we have decided to incorporate infographics or posters into the course curriculum. Students will participate in a mini clinic about how to create infographics/posters on the fourth day of instruction. He can be contacted at trevor. Mr. This class is offered to freshmen who are going to be a part of NHHS’s International Baccalaureate (IB) or Science. Flow states that because of the breadth and depth of the material this is the hardest period to teach and to get the students actively engaged in the content. Creating an infographics/posters will allow students to take an active role in the content. Mr.Running Head: FINAL ASSIGNMENT 2 Introduction My client for this instructional design project is Mr. Solution The plan will be introduced infographics/posters during the third class meeting of the 2016-17 school year. or units. and Math (STEM) Students will be given . Infographics and posters work on the principle of dual coding theory.000 BCE to 600 B. Technology. AP World History is broken into six periods. GA. Flow will highlight how easily information can be shared through attention getting graphics and easy to digest text. Period one covers a span of time from 8. Student use of visuals and text will help them retain the information.

Student infographics will be displayed throughout the classroom and serve as a reference for the students for the remainder of the school year. Students will produce their own infographics from the topic that Mr. They will use the information that they have gained from their readings.Running Head: FINAL ASSIGNMENT 3 instruction on how to create an informative infographics or posters through Piktochart utilizing statistical figures. as well as eye catching pictures. To assess and evaluate the effectiveness of the lesson this following rubric will be used to grade students infographics: . class discussion. Students will complete their infographics/posters over the weekend and present them to the class on Monday. informative text. Flow has assigned them. and research completed during the fifth class meeting.

We hope that this lesson will engage students in the period one content and help them retain information that they may have otherwise struggled with.Running Head: FINAL ASSIGNMENT The effectiveness of the lesson will be gauged by students quiz and test grades over period one content. Flow will also talk with students to see how they viewed the infographic/poster project. Conclusion 4 . Mr.

When students engage in historical nonfiction writing such as producing a story. along with the shaping and influences of historical actors (Clark. While completing this project students will do more than fill in blanks or answer questions on a worksheet. political. or infographic they are considering the complex relationships amoung cause and effects. 2013). . and select images that accompany the text. Cognitive load will also be a part of the introductory infographic/poster lesson. 2008). This makes the planning stage of the infographic an even more important step. Only the most important information must appear on the infographic. They will have to gather facts. Research indicates that humans process visual 60. or both the infographic/poster will not be as effective at conveying the information. structural forces. decide which facts to use. The research and planning phase of this assignment will result in retention of student’s assigned content. This is the type of thinking that we want the students engaging in as they study World History. Dual Coding Theory is a major factor in the creation and use of infographics/posters in the classroom. decide how to package them. This will cause students to have to think deeply about the information they have gathered and how to best package it for maximum results. Humans can take in information via images as well as text. pictures.Running Head: FINAL ASSIGNMENT 5 I think that having students create infographics will have a positive learning outcome for Mr. This is great because there are 8. Flow’s AP World History students. Having students create their own infographics/posters from assigned topics will also require them to do more independent research on their topic. and social upheavals. Infographics/posters capitalize on both. If there is too much text.600 years to cover in period one of the AP World History curriculum and only nine class meetings to accomplish this task.000 times faster than text (Fisher. graphic novel. such as economic.

History is a scaffold subject. World History. if not my favorite course in this program. and Psychology. This will be valuable for the students and Mr. Standard 6 is met when students put all of this information together and create their final product. This meets Standards 3 and 5 of the ACRL Standards for Higher Education. While completing this project the AP World History students will meet many of the ACRL Visual Literacy Standards for Higher Education. Standards 1 and 2 will be met while conducting the first phase of this project. Economics. Flow throughout the school year. Students will be able to reference these infographics/posters for the remainder of the school year to help make sense of new topics and concepts that are introduced in class. After students have completed the research for their assigned topic they will have to find and select appropriate images to use in their infographic. This final project for MEDT 7490 required me to utilize all of the information gained throughout this summer semester. Sociology. Teaching visual literacy goes hand in hand with social studies curriculum including: US History. If students do not remember all of the specifics from a particular course that is ok as long as they can think critically about what they are seeing and hearing and have the knowledge and skill to . Once students have gathered their information and images they must now glean the most important facts and pictures to construct their infographic. Standard 4 is met when students evaluate their own final projects and the work of their peers. Government. In my opinion it is more important now than ever before to make sure that our students are visually literate.Running Head: FINAL ASSIGNMENT 6 Having infographics/posters displayed in the classroom will help students remember the content from their peers assigned research topics. This has been one of.

p 489-508.Running Head: FINAL ASSIGNMENT 7 check facts and to know how they someone or thing may be trying to manipulate their behavior. Vol. S. . Encounters with Historical Agency: The Value of Nonfiction Graphic Novels in the Classroom. J. I look forward to being able to use the information learned in this course in the future. 46 Issue 4. (2013). History Teacher. References Clark.

(2013). F. Thousand Oaks: Corwin. R. (2008).Running Head: FINAL ASSIGNMENT 8 Fisher. cartoons. anime. Burlington: Focal Press. Teaching Visual Literacy: Using comic books graphic novels. and more to develop comprehension and thinking skills. Golombisky. web. White Space is Not Your Enemy: A beginner's guide to communicating visually through graphic design. . H. N. and multimedia design.