Document Type
Article
Journal/Book Title/Conference
The Reading Teacher
Volume
74
Issue
4
Publisher
International Literacy Association
Publication Date
1-3-2021
First Page
439
Last Page
449
Abstract
Infographics are appearing in children’s magazines, picture books, and informational texts. Understanding, and ultimately creating, these complex visual representations of information or data requires higher level thinking skills to analyze and understand how the text and graphics work together to convey meaning. The authors provide a framework for infographic exploration, investigation, creation, and integration into larger writing pieces. Each phase of the framework includes specific considerations to assist teachers in scaffolding their students’ infographic learning. Providing students with support through exposure to many types of infographics and modeling infographic interpretation prepares students to critically examine and use infographics as they encounter them both in and out of school.
Recommended Citation
Smith, J.M., & Robertson, M.K.(2021). (Info)Graphically inclined: A framework for infographic learning.The Reading Teacher.74(4), 439-449. https://doi.org/10.1002/trtr.1966
Comments
This is the pre-peer reviewed version of the following article: Smith, J.M., & Robertson, M.K.(2021). (Info)Graphically inclined: A framework for infographic learning.The Reading Teacher.74(4), 439-449. https://doi.org/10.1002/trtr.1966, which has been published in final form at https://doi.org/10.1002/trtr.1966. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.