A great and vibrant language

getting the message across

"Mir hunn eng flott a lieweg Sprooch a mir kënnen zu Recht houfreg drop sinn"

"We have a great and vibrant language and we can rightly be proud"

(Claude Meisch, Luxembourg's education minister on schreiwen.lu and through Google Translate)

The linguistic ability of the people of Luxembourg is remarkable. Not only do many communicate fluently in French, German, English and frequently in other languages as well, but none of those is their native language. Now the government is taking measures to ensure that Luxembourgish remains strong. One of their weapons is a campaign of infographics such as this video which reassures speakers that there is often more than one acceptable spelling for words.

so what exactly is an infographic?

Our Middle School students are learning to use infographics and I have been seeking a definition which makes clear to them and their teachers what is unique about this form of communication.

The name suggests that it is a:

"visual representation of information or data" (Google Search definition)

But a photo or diagram might serve that purpose and there is more to good infographics which:

"present large amounts of data meaningfully" (Kathy Schrock in this video)

So it does something that ordinary text or an image on its own can not.

Could it even do this?

"Convey a message in such a way that context, meaning and understanding are transcended to the observer in a manner not previously experienced" (Anders Ross on instantshift.com)

[caption id="attachment_142" align="alignright" width="255"] Hot Butter Studio[/caption]

It is important that an infographic does something different from a mere poster or an essay, because otherwise why would you go to the trouble? Data is a particular mode of expressing information objectively and a good infographic will answer particular questions better than other media.

After I have explained to my students what I think an infographic is, I show them this one (right) which uses only eight words to say it better than I could in five minutes of verbosity.

I suggest that the students think of types of information in four categories:

• 
  

  facts

  
  


• 
  

  statistics

  
  


• 
  

  location

  
  


• 
  

  time and date

  
  

I show them examples, both good and bad, of different ways of displaying information depending on its category including:

• 
  

  images, icons, illustrations

  
  


• 
  

  graphs and charts

  
  


• 
  

  maps

  
  


• 
  

  timelines and processes

  
  

[caption id="attachment_144" align="alignleft" width="428"] CoETaIL graduate Reid Wilson knocks it out of the park[/caption]

We observe, however, that most infographics combine more than one type of information and display.

In the examples I show to the students, we recognise some of the rules of design such as CARP. On the one hand, we understand that these are very helpful in terms of serving the audience, but on the other, we agree that they are not laws and are frequently broken with impunity by people who understand them.

As their educational technology coach, I want to help our teachers to guide the students to make the best infographic they can. My colleague and I have adapted an existing rubric which we have been using, but for some time, I have wanted to develop new guidelines to help students to do their best work.

While most excellent infographics combine text and image, they are neither simply a colourful essay, nor just a descriptive picture. They are more than either of those.

how do i make an excellent infographic?

Rubrics are very hard to get right. The style I prefer has a small number of categories which overlap as little as possible. The IB Theory of Knowledge course assesses student work using 'global impression marking' which recognises that a rubric

"is not a checklist, ...levels of performance are not discrete... and there are always exceptions".

In other words, however comprehensive the rubric, in the end the professional judgement of a teacher is the final arbiter. For this reason, I prefer to keep them short and spend my time on giving written feedback alongside the grade.

For an infographic rubric, I am considering three domains which cover the facts (INFO); the visuals (GRAPHICS); and how they work together to present the message (INFOGRAPHIC). I have often worked with four-point achievement scales which I find give sufficient levels (and an even number forces a judgement, preventing one from sitting comfortably on the fence).

For extra inspiration, the best resource on infographics rubrics is this one where a teacher had her classes brainstorm characteristics of their favourite infographics and the hive-mind came up with a comprehensive list which I have borrowed liberally from to create my own rubric.

does the rubric work?

Last week, I was on the London Underground and saw this very attractive infographic (right). Interestingly there are no sources given for the information nor the images. I found the artist's website (it took him five weeks to draw the infographic - with a mouse). The information could be regarded as common knowledge and not requiring sources, but the presentation is exceptionally good. It passed every criterion on my rubric.

 

VLOG!

TRANSCRIPT

Enjoy That Amazing Cloud Moment

Many times I have seen people during their Cloud Moment. This is the instant when it dawns on them that storing files online can change your working life for the better. Suddenly they see:

• It's just a link, not a heavy file!


• Only the latest version of the document!


• Everyone's copy updates instantaneously!

And when you've had your Cloud Moment, you never go back again. At a workshop in Hong Kong several years ago, I attended a session about using wikis in education. It all made immediate sense to me. As soon as I got home, I started a wiki for my Physics teaching resources. When I told my son I was looking for a good name, he said: "Just make sure it's nothing nerdy".

[caption id="attachment_131" align="alignleft" width="120"] Babette Weatherell made the logo of my first wiki[/caption]

So my first website was born. One fortuitous decision I made right at the start was to organise the pages exactly as the IB and IGCSE Physics teaching syllabuses are structured. This means that students have an immediate understanding of where to find things. I also created all the pages ahead of time so that when I came across a resource which I would only use in six months, I knew where I could embed it to find it again.

Many wikis, websites and weeblies later, I am thinking hard about my latest online project. The IB's Theory of Knowledge programme has a strange effect on many of its teachers: we see materials for lessons everywhere. So I started Knower's Arc, a teaching blog on which I report about the resources I have found and want to share. I've made a reasonable start, but now I'd like to review my design decisions and build it out to include webpages.

Decision 1: I decided not to use any of the default suggestions from Blogger; rather, to make the blog distinctive, I adapted the Simple template with my own aesthetic choices.

Decision 2: No Ariel font, obviously. I felt that Cherry Cream Soda was a bold choice. As Claudio Guglieri advises: "be playful and consistent when using typography".

Decision 3: I read a great blog post about some prize-winning websites. One of them was inspired by Vincent van Gogh's colours which I hoped would convey his emotional values to my readers.

Decision 4: Although there are many better photographers, I prefer to communicate a personal tone by using my own images. For the banner I cropped a photo of buffalo I took last year in Wyoming. Some of the colours in the scheme I had chosen were repeated in the image.

Decision 5: My main organising principle was to use a limited range of tags related to the ToK course so that visitors to the site could search for posts connected to their particular interest.


But do they all work together?

"Symphony...is the ability to put together the pieces." (Dan Pink quoted by Reynolds)

What I tried to do was to discern simple principles with which to make my design choices. I am conscious that aesthetic decisions have an emotional component and have tried to embody a confident and calming yet inspired vibe.

It's not really for me to say whether my whole exceeds the sum of the parts. Is the font a little bit crazy? Is the title text too pale? Have I been too seduced by the idea of magnificent buffaloes and accepted a blurred picture? The creator is often not the best person to critique the creation. In the next two weeks before I work on my re-design, I'll seek advice from teachers, students and my CoETaIL cohort (please let me know in the comments!).

In his blogpost about presentations, Garr Reynolds recommends starting on paper.

"It's during the preparation stage that you slow down and "stop your busy mind" so that you may consider your topic and your objectives, your key messages, and your audience."

[caption id="attachment_132" align="alignright" width="215"] A site for sore eyes[/caption]

It's perfect advice, in my opinion. I have learned that an analogue medium is more flexible and reactive when one is throwing around ideas to see what works. On the right is a representation of the site as it is now so that I can re-imagine the elements. I'm also planning to expand its purpose to a website built around a blog.

[caption id="attachment_134" align="alignleft" width="201"] My initial thought shower[/caption]

I brainstormed that idea (left) and will let those thoughts simmer for a while now. My previous experience taught me that you've got to get the structure right before investing time in the content.

FINAL THOUGHT

Last week our Grade 7 students finished their infographics project. They did a great job and produced a lot of clear visual explanations. Something I noticed, however, was that in 100 infographics, although they had clearly cited what they had appropriated from other sources, not one student had used an original photograph or image. And the topic of the project was Luxembourg (where we live).

The Presentation Zen blog is a fund of great advice from which I have learned and which I shall pass onto my students. A school project is not a business presentation, however, and does not require the same production values. Our students have recently discovered that with Pixabay they are not even required to attribute what they have used.

Rather than capitalising on new creative possibilities, we are slipping into a world of lazy re-use (albeit perfectly cited). I am making a determined effort for myself and my students primarily to use original images in our blogs and presentations. They won't be as beautiful as the defaults, galleries and templates permit, but there will be more of ourselves in our work.

Three challenges to my literacy

Could this week's reading help me find solutions to three questions which are related to my teaching for next week?

• Are photos of famous artists' paintings protected by copyright?


• A 1981 thriller about a Russian agent who becomes US president - is it really Donald Trump's favourite novel?


• What would be a good poster campaign to encourage students to exchange screen time for face-to-face?

Respectively, these questions challenge my Information, Media and Visual literacy skills.

INFORMATION LITERACY

[caption id="attachment_128" align="alignright" width="300"] Image and rule of thirds by SW[/caption]

In my classroom there is a collection of several hundred art postcards which I have collected from around the world over the years. I used them last week with my Grade 11 Theory of Knowledge class. We are considering The Arts as a way of gaining knowledge and I had asked the students about the different ways in which one might appreciate art. In groups, they discussed randomly selected images (aesthetic, representational, didactic or expressive was the schema I proposed). Usually, the pictures fell into more than one category.

The cards mostly have copyright notices which has led me to wonder what restrictions there are for me to use them in published works such as this blog or the teaching materials I post online. Does the copyright apply to the photo of the painting or the picture itself (which is only ever available as a photograph, of course)?

When I type 'Picasso' into Pixabay, no paintings are returned, presumably because he died less than 70 years ago. Yet Google images offers many results which are apparently 'labelled for reuse'. It seems that the advice I must give my students is to dig deeper since you may not have permission even if the website says you do.

MEDIA LITERACY

[caption id="" align="alignright" width="229"] Alternative fact or fiction? hilobrow.com[/caption]

In his Theory of Everything podcast recently, Benjamen Walker reveals the 1981 novel 'The Twentieth Day of January' and makes a number of startling claims:

• It describes an East Coast outsider populist who becomes US president


• The Soviets blackmail the candidate with clandestine photos


• They also influence the election (in the novel!)


• Trump has been promoting rapprochement with Russia since he befriended a KGB agent in the 1980s


• He has been telling people for years it's his favourite thriller

This week I shall be supporting our librarian in a session with High School teachers on research skills. We want to help them to model critical thinking skills for their students. I plan to play to the teachers a short extract of Walker's podcast and challenge them to investigate the facts (particularly: has the president really read the book?). We will ask them to tell us how they would go about verifying the claims and share with them SDSU's advice ("Are any conclusions offered? If so, based on what evidence?"... "What are the perspectives, opinions, assumptions and biases?"). I do not know the answers, but I am reading the book.

You may be familiar with the hoax websites Tree Octopus and Mankato beloved of information literacy teachers down the years. I don't think we need them any more to illustrate that not everything online is what it seems.

VISUAL LITERACY

During the Christmas vacation, as suggested in an earlier blogpost, I disconnected myself from the Internet. One of the effects was that I read more books than I would have. I am back online now, but I have learned that to be happiest I need to push the digital world a little further away from me. My solution is that my devices spend most of their time on my work desk while in our living room I read paper books and magazines.

[caption id="attachment_127" align="alignright" width="207"] Could you be a bit more tech-positive? Image by SW[/caption]

I am not alone in my conclusion that one must strive for a healthy balance between the digital and analogue worlds. Last week I spotted a number of posters around the corridors of our school (example on the right). I don't know who, students or teachers, put them up but they don't reflect an official school policy. In any case, it is not a message that I think will promote responsible use of technology.

"Noticing the construction of a message helps one become a more critical, questioning reader and viewer" (Hobbs)

Rather than charge in and criticise the posters, however, I feel I can achieve more through the educational process. With my colleague facilitator, I am developing a course for Grade 6 students called 'Get Set' which is designed to prepare them to function well in our 1-to-1 laptop classroom environment. For our next unit, we will discuss how to achieve a healthy approach to screen-time.

We will discuss posters such as this one and consider critically the message it implies. The students will prepare an information campaign. What are the behaviours we desire? Should we instill attitudes by education or coercion? Can we use techniques of visual communication to influence the school community to use technology responsibly?

These literacies are not as new as we might think since, in essence, they boil down to a refusal to take things at face value. Whether we are dealing with intellectual property theft, conspiracy theories or technophobia, the prime need is that we learn to think critically.

Every Picture Tells a Story

[caption id="attachment_118" align="alignright" width="272"] Logo created by SW on flaming text[/caption]

"We need to understand the importance of graphics, music, and cinema, which are just as powerful and in some ways more deeply intertwined with young people's culture." (George Lucas on Edutopia).

Lucas recognises of course that literacy and numeracy are important skills too; his point is that we are neglecting other fundamental means of communication. Just as language has a grammar which can be learned, so do visual ways of getting a message across. Yet our culture, which arbitrarily elevates some forms of expression such as literature and science, does not value as highly a literacy of visual communication.

"There is grammar in film, there is grammar in graphics, there is grammar in music, just like there are rules in math that can be taught. For instance, what emotion does the color red convey? What about blue? What does a straight line mean? How about a diagonal line?" (Lucas again)

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I was reading for this post, immersed in ideas of visual literacy, typographical hierarchy and informivorous humans, when an email from a colleague pinged onto my screen asking me to:

"teach a short lesson on graphic design: use of color, placement, streamlining the final product…."

I've been asked this before and have squirmed because I don't feel particularly qualified to do it. The principles of design have not been a part of my education (which would not surprise George Lucas). I appreciate good design when it is pointed out to me, but I am in awe of those people who are capable of communicating beautifully (in my experience, the great majority is not capable, even some of those preaching about it).

Increasingly, my teaching colleagues allow their students to express their ideas in more visual forms than just essays, such as infographics. As with many of their PowerPoints and posters, however, students do not always maximise the graphical potential of the medium. And as teachers, we often do not provide the best examples with our text-dense slideshows, (not to mention our copyright-busting use of images).

So, in the time-honoured tradition of teachers remaining one step ahead of their students, I will prepare an online slideshow both explaining and demonstrating the principles of good design (to be taught tomorrow!).

My first piece of advice to the students will be to organise their work in three stages:

Research it > Plan it > Create it

Obviously, I must do that too. Researching, I selected four good sources of advice and extracted the main points. I also added a few ideas of my own.



In the Plan It stage, which I shall also require of the students, we organise the information. At this stage, what was a chaotic melée of data starts its transformation to a visual presentation. This brilliant image is one I shall share with the students, but it's not clear that I'm allowed to reproduce it here even with attribution. In the planning stage, I organised the information under headings which logically express my understanding. Once I knew what points I wanted to make, I sought out images which told the same story. This slideshow is what my slides looked like when I had organised the data and sought out some visual examples to make my points.



And finally, my Creation ...



I am not a professional designer (evidently), but the advent of desktop publishing and its descendants have introduced an expectation of production values even for the amateur. We have an obligation to employ the principles ourselves and to pass them on to our students. Furthermore (and I have experienced resistance from colleagues in this regard), our evaluation of student work should extend beyond the content and recognise skillful use of the medium. A project poster is not just a colourful essay. It must communicate visually, as well as textually. We must teach our students to parse the visual grammar of a presentation, not just its words. And we need a good rubric for that, but I haven't been able to find one yet.

The presentation, as you see it above, is my attempt, from a position of relative ignorance, to communicate ideas of visual literacy to our teachers and students.

How would you go about it?

How can I improve my message?

I finally renounce my life of crime

Many years ago while holidaying in South America, my friend and I were robbed at knifepoint. We had ignored advice and ventured into a deprived area of town. The young men who surrounded us were probably disappointed, however, when, wrenching it from my wrist, my Rolex fell apart in their hands. Sadly for them I was not a rich mark, but rather a cheapskate buyer of counterfeited goods.

[caption id="attachment_96" align="alignright" width="306"] Pirate loot[/caption]

My history as a pirate began many years earlier and I feel it is finally time to confess. Forgive me, for I have sinned. I have recorded hundreds of albums on cassette tape; I have bought bootleg LPs; ripped CDs; torrented music and movies. As I have moved to new destinations around the world, I have quickly learned where the illegal DVDs are sold and how the local authorities tolerate the trade.

Nor in my work have I been scrupulous. I have downloaded videos and music from YouTube; used photos without attribution; uploaded past exam papers to the public Web. I have done these things for what I thought was the benefit of my students. I turned a blind eye to colleagues who did the same; in fact I taught them the mantra: Everything is acceptable in the pursuit of educating young minds which is a sacred task. I didn't try to find out what the rules actually were; I assumed they were complex and inconvenient. I was confident that I wouldn't get into trouble. When a bounty hunter working for the IB got some of the exam papers taken down, I shrugged.

There may have been more (did I mention the Converse All Stars that weren’t? The boxed set of The Wire?), but that's more or less the size of it. Amen. I did it because I could, because it was easier and because I got away with it.

As we are often quick to tell our students, it's not relevant whether other people are doing something wrong too. I wasn't trying to make money, I just repeated the mantra and carried on teaching my students. I have learned over the years that, whatever they say, in many cases, people are more motivated by the fear of being caught than ethical issues.

I have, at least, always been respectful of writers and have given credit for the words I have used. But, as members of society, we shouldn't just make up rules to suit our own prejudices. Even though there are cases in life for civil disobedience, disregarding the intellectual property of other people is not one of them. The ownership of the products of one's creative labours is an important right and the fact that "in the digital world the one fact we can't escape is that every single use of culture produces a copy" (Lessig) does not mean that copyright is unimportant.

[caption id="attachment_95" align="alignleft" width="355"] Licensed under Creative Commons by Silvia Tolisano[/caption]

Surprise, surprise, it's not actually that complicated. Clever explainers like Larry Lessig and Silvia Tolisano have helped me to understand what I need to know about Creative Commons and why it is important. Lessig is a modern-day hero who has applied his creative legal mind to the new situation where culture embraces the remix. Tolisano (left) has provided a superb and useful summary of the precise recipes we can employ for almost every situation we find ourselves in. Inspired by their work, I am contrite and I shall perform three immediate actions.

In the past, my attributions have been inconsistent, but now I am going back through my writings (at least on this blog) to put things right.

Secondly, for some time I have been creating my own images to illustrate my blogs and presentations. I shall begin to use Creative Commons licenses for these artifacts to make clear the re-use I am happy to accept.

Lastly, I shall delete the pages on my old website which the "anti-piracy" man working for IBO has failed to find. It doesn't matter that the papers are old, freely available elsewhere and useful to teachers and students, nor that my goal is purely educational, the IBO has a right to keep them to itself if it wishes. We can't pick and choose.

So, why are our students bad at respecting copyright? There are various obvious reasons (such as a lack of modelling from their teachers), but we should ask ourselves: "What is their incentive to observe others' intellectual property rights?" when being 'good' is inconvenient, time consuming and, in general, there are no adverse consequences if we're bad.

My colleague, Becky and I have discussed how best to instill this important attitude in our Grade 6 students. After explaining the mechanics of Creative Commons, we have set a task for the students to make their own creative work (a personal logo). At the end of the unit, they will all obtain their own Creative Commons license for the logo, making personal decisions about attribution, sharing and derivations. We are hoping that seeing themselves as creators with rights, they will more readily appreciate the rights of others.

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Footnote: So I have put a Creative Commons Attribution 4.0 International License on this blog (see below) which is the most permissive, only requiring attribution. it covers everything on the blog that is mine. I'd be very interested in any comments as to whether I have made a good choice and done the right thing (for example, what is that copyright sign doing there?).