Title: Use of Infographics in Multilingual Writing: An Analysis From the Critical Digital Pedagogy Perspective
Stream: Educational Technologies
Presentation Type: Virtual Presentation
Chaoran Wang, Colby College, United States
Merve Basdogan, Indiana University Bloomington, United States
In this case study, we designed a workshop in a college writing course and introduced the principles of turning research papers into infographics. We focused on digital infographics design because scholars have proved its benefits in presenting complex and large information quickly and efficiently (Alrwele, 2017; Barlow et al., 2021). Critical Digital Pedagogy (CDP), introduced by Morris and Stommel (2017), provided us with a theoretical lens to discuss the use of infographics and their pedagogical implications to support meaningful learning experiences. CDP focuses on creating dialogue and more equitable experiences which are not only important for learning in online and hybrid settings, but also for multilingual learners. As argued by Waddell and Clariza (2018), CDP is a method of empowerment to think critically about the intersections of technology, education, and culture. Participants were four college students, three of whom were multilingual students. Data included two instructors’ reflective experiences of using Web 2.0 tools such as Canva, Miro, and Thinglink in teaching and the students’ written products and infographics designs.
Findings suggest that infographics design facilitated by Web 2.0 tools can support students’ academic writing and collaboration and allow students to view academic communication as a fluid and dynamic process. Incorporating infographics also fostered students’ transliteracy skills, as reflected in students’ visual and written products. Such a pedagogical approach developed students’ critical awareness of academic writing conventions and helped them to reimagine academic communication as a way of bringing together diverse voices by the use of multimedia (Morries & Stommel, 2017).
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