Reading, Analyzing, and Creating Informational Graphics in the Elementary Classroom

Autor/inn/en	Thacker, Emma S.; Stoddard, Jeremy D.; Van Hover, Stephanie
Titel	Reading, Analyzing, and Creating Informational Graphics in the Elementary Classroom
Quelle	In: Social Studies and the Young Learner, 31 (2019) 4, S.15-18 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-0300
Schlagwörter	Elementary School Students; Social Studies; Graphic Arts; Information Literacy; Evaluative Thinking; Teaching Methods; Visual Aids; Information Sources + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Grafik; Grafisches Gestaltung; Informationskompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Information source; Informationsquelle
Abstract	From maps, graphs, and tables to photographs and political cartoons, social studies is replete with potentially rich visual images for students to analyze. Yet, elementary students often struggle to understand the information within such graphics. Many do not demonstrate data literacy, the "ability to comprehend, analyze, and interpret data and visual representations of data." As with other components of literacy, students need practice with disciplinary strategies to make sense of informational text and graphics. Given the purpose of social studies to prepare young people for informed engagement in civic life, students need more practice with reading, analyzing, and creating graphics. Implementing the Inquiry Arc of the "C3 Framework" is one tool to help do so in the elementary social studies classroom. This article walks through a specific example of how to follow the Inquiry Arc in order to prepare elementary students to study and understand visual images and graphics as well as possibilities for students to create their own infographics. These skills in interpretation and communication through visual and multi-modal forms will prepare students to better understand, critically reflect on, and communicate through graphics as civic agents. While the content of the examples provided in the article is best suited to fourth or fifth grade, these skills of reading, analyzing, and creating infographics can be practiced in any classroom, and the authors hope teachers see possibilities for adapting ideas here for appropriate use with their own students. (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01