Multiple utilities of infographics in undergraduate students’ process-based writing
DOI:
https://doi.org/10.1558/wap.18814Keywords:
universal design for learning, multimodality, writing pedagogy, infographics, undergraduate writing, englishAbstract
Although infographics have been used for educational purposes, their specific use for teaching process-based writing in undergraduate writing courses is not documented in the literature. When integrating infographics into a process-based
writing instructional approach, they may offer students multiple means of representation, engagement, and expression – universal design for learning principles. We examined one undergraduate writing course that integrated infographics into a process-based writing approach to understand student experiences and uses of this multimodal communication form. Results show that infographics have unique benefits and challenges to supporting student writing. Results also reveal that students used their infographics for revising, transferring, and rethinking the content of their subsequent, text-only research papers. This work has implications for college composition pedagogy.
References
Baker, S., Gersten, R., and Scanlon, D. (2002) Procedural facilitators and cognitive strategies: Tools for unravelling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum. Learning Disabilities Research and Practice 17(1): 65–77. https://doi.org/10.1111/1540-5826.00032
Barstow, B., Fazio, L., Schunn, C., and Ashley, K. (2017) Experimental evidence for diagramming benefits in science writing. Instructional Science 45(5): 537–556.
Bazerman, C., Applebee, A. N., Berninger, V. W., Brandt, D., Graham, S., Matsuda, P. K., … Schleppegrell, M. (2017) Taking the long view on writing development. Research in the Teaching of English 51: 351–360.
Coiro, J., Knobel, M., Lankshear, C., and Leu, D. J. (2008) Central issues in new literacies and new literacies research. In J. Coiro, M. Knobel, C. Lankshear, and D. J. Leu (eds) Handbook of research on new literacies (pp. 1–21). New York, NY: Erlbaum.
De La Paz, S. and Graham, S. (2002) Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology 94(4): 687.
Englert, C. S., Mariage, T. V., and Dunsmore, K. (2006) Tenets of sociocultural theory in writing instruction research. In C. A. MacArthur, S. Graham and J. Fitzgerald (eds) Handbook of Writing Research, 208–221. New York, NY: Guilford Press.
Englert, C., Raphael, T., Anderson, L., Anthony, H., Steven, D., and Fear, K. (1991) Making writing and self-talk visible: Cognitive strategy instruction writing in regular and special education classrooms. American Educational Research Journal 28: 337–373. https://doi.org/10.3102/00028312028002337
Flower, L. and Hayes, J. R. (1980) The cognition of discovery: Defining a rhetorical problem. College Composition and Communication 31(1): 21–32. https://doi.org/10.2307/356630
Flower, L. and Hayes, J. R. (1981) A cognitive process theory of writing. College Composition and Communication 32(4): 365–387. https://doi.org/10.2307/356600
Graham, S., Bruch, J., Fitzgerald, J., Friedrich, L. D., Furgeson, J., Greene, K., ... and Smither Wulsin, C. (2016) Teaching Secondary Students to Write Effectively. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/508_WWCPG_SecondaryWriting_122719.pdf
Graham, S., Harris, K. R., and Mason, L. (2005) Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology 30(2): 207–241.
Graham, S. and Harris, K. R. (1994) The role and development of self-regulation in the writing process. In D. Schunk and B. Zimmerman (eds) Self-Regulation of Learning and Performance: Issues and Educational Applications, 203–228. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Graham, S. and Perin, D. (2007) A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology 99(3): 445. https://doi.org/10.1037/0022-0663.99.3.445
Kellogg, R. T. (1988) Attentional overload and writing performance: Effects of rough draft and outline strategies. Journal of Experimental Psychology: Learning Memory, and Cognition 14: 355–365. https://doi.org/10.1037/0278-7393.14.2.355
Kellogg, R. T. and Mueller., S. (1989) Cognitive tools and thinking performance: The case of word processors and writing. Paper presented at the Annual Meeting of the Psychonomic Society, Atlanta, GA. ERIC Document ED3t 1455.
Kibar, P. N., and Akkoyunlu, B. (2014, October) A new approach to equip students with visual literacy skills: Use of infographics in education. In European Conference on Information Literacy, 456–465. Springer, Cham.
Krauss, J. (2012) Infographics: More than words can say. Learning and Leading with Technology 39: 10–14.
Kos, B. A. and Sims, E. (2014) Infographics: The new 5-paragraph essay. Paper presented at the Rocky Mountain Celebration of Women in Computing 2014. Retrieved from https://scholar.colorado.edu/downloads/pv63g1070.
Kozulin, A. (2003) Psychological tools and mediated learning. In A. Kozulin (ed) Vygotsky’s Educational Theory in Cultural Context, 15–38. https://doi.org/10.1017/CBO9780511840975.003
Lankshear, C. and Knobel, M. (2007) New Literacies: Changing Knowledge and Classroom Learning. Buckingham: Open University Press.
Limpo, T. and Alves, R. A. (2018) Effects of planning strategies on writing dynamics and final texts. Acta Psychologica 188: 97–109. https://doi.org/10.1016/j.actpsy.2018.06.001
Lindemann, E. (2001) Rhetoric for Writing Teachers. New York, NY: Oxford University Press.
Lunsford, A. A. (2006) Writing, technologies, and the fifth canon. Computer and Composition 23: 169–177. https://doi.org/10.1016/j.compcom.2006.02.002
Maamuujav, U., Krishnan, J., and Collins, P. (2019) The utility of infographics in L2 writing classes: A practical strategy to scaffold writing development. TESOL Journal 11(2): 484. https://doi.org/10.1002/tesj.484
McCutchen, D. (2006) Cognitive factors in the development of children’s writing. In C. A. MacArthur, S. Graham, and J. Fitzgerald (eds) Handbook of Writing Research, 115–130). New York, NY: Guilford Press.
McLeod, S. (1987) Some thoughts about feelings: The affective domain and the writing process. College Composition and Communication 38(4): 426–435. https://doi.org/10.2307/357635
Nussbaum, E. M. and Schraw, G. (2007) Promoting argument-counterargument integration in students’ writing. The Journal of Experimental Education 76(1): 59–92. https://doi.org/10.3200/JEXE.76.1.59-92
Office of the Campus Writing and Communication Coordinator (2019) [online] Upper-division writing courses. Retrieved from http://writing.uci.edu/resources/facultyinstructor--resources/udw--courses/
Olmanson, J., Kennett, K., Magnifico, A., McCarthey, S., Searsmith, D., Cope, B., and Kalantzis, M. (2016) Visualizing revision: Leveraging student-generated between-draft diagramming data in support of academic writing development. Technology, Knowledge and Learning 21(1): 99–123. https://doi.org/10.1007/s10758-015-9265-5
Olson, C. B., Chen, V., Krishnan, J., and Nazzal, J. (2018) Helping English learners navigate the challenges of academic writing. In D. Basaraba, D. Baker, and C. Richards-Tutor (eds) Second Language Acquisition: Methods, Perspectives, and Challenges. Nova Science Publishing.
Ozdamli, F., Kocakoyun, S., Sahin, T., and Akdag, S. (2016) Statistical reasoning of impact of infographics on education. Procedia Computer Science 102: 370–377.
Palmeri, J. (2012) Remixing Composition: A History of Multimodal Writing Pedagogy. SIU Press.
Sadler, D. R. (2013) Opening up feedback. In S. Merry, M. Price, D. Carless and M. Taras (eds) Reconceptualising Feedback in Higher Education: Developing Dialogue with Students, 54–63. London: Routledge.
Selfe, C. L. (2004) Students who teach us: A case study of a new media text designer. In A. F. Wysocki, J. Johnson-Eilola, C. L. Selfe, and G. Sirc. Writing
New Media: Theory and Applications for Expanding the Teaching of Composition, 43–66. https://doi.org/10.2307/j.ctt46nzc9.6
Selfe, C. L. (2009) The movement of air, the breath of meaning: Aurality and multimodal composing. College Composition and Communication: 616–663.
Smiciklas, M. (2012) The Power of Infographics: Using Pictures to Communicate and Connect with Your Audiences. Que Publishing.
Snyder, I. and Bulfin, S. (2008) Using new media in the secondary English classroom. In J. Coiro, M. Knobel, C. Lankshear, and D. J. Leu (eds) Handbook of Research on New Literacies, 805–837. New York, NY: Lawrence Erlbaum Associates.
Torrance, M. and Galbraith, D. (2006) The processing demands of writing. Handbook of Writing Research, 67–80.
Vanichvasin, P. (2013) Enhancing the quality of learning through the use of infographics as visual communication tool and learning tool. In Proceedings ICQA 2013 International Conference on QA culture: Cooperation or Competition, 135.
Yin, R. K. (2017) Case Study Research and Applications: Design and Methods. Sage publications.
