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In an increasingly visual world, infographics have become
prevalent in our society. Infographics are pictures and charts that
present information in a graphical form. They can be used for health
purposes (e.g., show how to wash hands), informational purposes (e.g.,
describe complex research studies in a simpler format), and fun purposes
(e.g., results of a questionnaire). In my 2017 TESOL teaching tip
demonstration, I showed how digital infographics can be used in ESL
reading, writing, and content classes.
Infographics have already been used positively in the
classroom. For instance, instead of having students write an essay in
their classes, Kos and Sims (2014) allowed students to create digital
infographics. They discovered that the infographics allowed students to
be creative and more motivated. Most important, students were able think
critically about writing, especially in terms of choosing what to
create and include in their product. Peachey (2016) has also provided
more suggestions on how to use digital infographics in the ESL
classroom. Some of these suggestions include having students summarize
or explain content in a visual form, creating (or having students
create) reading comprehension questions based on an infographic, and
comparing/contrasting different infographics in terms of accuracy of
content and effectiveness of design. These suggestions show the wide
applicability and use of digital infographic tools in any context and at
any language level.
In my classroom context (an English for science class), my
students examined different infographics in response to the media
coverage of the Zika virus in 2016. The students worked in groups to
research a current issue in science and technology and explain that
issue in a digital infographic. They also had to choose an appropriate
infographic tool and type, as well as incorporate outside sources. As a
result, the students were able to create an informational infographic
that was succinct, easy-to-follow, and creative.
There are many free digital infographic tools that educators can use. These tools include the following:
All of these sites provide users a template they can use to
build and create an infographic using tools that allow them to add
shapes, text, images, and outside links to the infographic. Some
infographic tools have more advanced features than others, so the
instructor and/or user may need to investigate the site thoroughly
before use.
There are some things to consider before using digital
infographic tools. First, consider how much time the students and the
class need to explore and analyze infographics before starting an
infographic project. Also, think about the technological capabilities of
the students. Do they need more hands-on training or can they work
independently? Finally, realize that there are some limitations in some
of the free sites. Some more advanced features need a paid subscription
before use.
In summary, infographics can be used to promote creativity,
accessibility, and expertise among our students. Instructors should
consider various ways to implement these tools and skills in the
classroom.
References
Kos, B. A., & Sims, E. (2014). Infographics: The new
5-paragraph essay. In 2014 Rocky Mountain Celebration of Women
in Computing. Laramie, WY: Atlas Institute. Retrieved from https://scholar.colorado.edu/cgi/viewcontent.cgi?article=1001&context=atlas_gradpapers
Peachey, N. (2016). 9 generic activities for exploiting
infographics. Retrieved from https://nikpeachey.blogspot.com/2016/01/9-generic-activities-for-exploiting.html
Suzanne Bardasz currently works at UC Davis
Extension IEPP in Davis, California, USA, where she mainly teaches upper
level composition classes as well as classes in the English for Science
and Technology (EST) program. She previously taught English at the
Korea Advanced Institute for Science and Technology (KAIST) in Daejeon,
South Korea for nearly 5 years. | 
