Translating an Essay Into an Infographic

When introducing the assignment review the guidelines for infographic creation on Spyre studios website as a class. You might also review some infographics online, but this can be more intimidating to students than the Spyre guide because many of them (a) deal with complex statistics rather than ideas and (b) are professionally produced by Photoshop experts. The Spyre guide is efficient, concise, and clear without being intimidating. 

First class period

Discuss the components of an infographic. Spyre Studios breaks down infographics as follows:

Visual:

• color coding
• graphics
• reference icons.

Content:

• time frames
• statistics
• references

Knowledge:

• facts (information)
• deductions (your argument)

Go over how their infographics will address these three areas. Remind them that their infographic is essentially "1 level deep" in the sense that they don't have to concern themselves with the work of compiling statistics, etc -- just making decisions on how to efficiently present their argument and background knowledge of the text and author visually. I do so in the following way:

Visual: Your infographic should incorporate all of the aspects in the first category. I recommend using no more than 4-5 colors – one for your argument, and one each for the approaches we’ve focused on this semester: formal, cultural and historical.

Content: Your content will be the aspects of your essay content that you wish to include in this visual "summary" of your argument and approach(es) to the text. The most important aspects to focus on representing visually in your infographic will be: the basic elements of your main claim (the work, the author, your argument), your incorporation of the three approaches we’ve focused on this semester: formal, historical and cultural, and your main claims (topic sentences) and conclusion. As far as images go, you can scan in sketches or original artwork, use Creative Commons images or attributed images, use your own photographs, etc.

Knowledge: Your knowledge of the text (informed by formal, historical and cultural approaches) will shape the infographic. You might consider information pertaining to the text itself,  the definition of the genre of the text, or a emphasis on key words used by the author that reflect the topic or the tone of the work (with their OED definitions) to be formal. The history of the work itself and the context of its composition, pertinent information about the author’s life, etc would be historical knowledge. Information about its intended audience, the history of its reception or information on its current reception (inclusion in anthologies, etc) is cultural. REMINDER: Be sure to create a works cited page in Word listing all of your sources – it does not have to be a part of your infographic.

Because you will not be presenting complex statistics, your infographic will be what Spyre calls a “One-Level Deep Infographic” or a “simple infographic” that includes these “3 core parts.” You will not be working with multiple visual themes, just one that will be “common throughout the design.” Don’t try to mimic more complex, statistics-based infographics – just focus on communicating your ideas visually in a “very basic” representation

Introduce students to photoshop - focus on how to color and shade backgrounds, how to incorporate images, how to use line/shape tools and to change the color of these connectors. I recommend making several sample images and ideas available online (on a course website, Blackboard, etc) where all students can access them and then practice manipulating them. 

Second class period:

Have students brainstorm ideas to represent, create a basic outline or mind-map and then sketch on paper. Remind them that they won’t be able to include all of the ideas they address in their essay and that they should focus on basic concepts of their argument and approach to the text(s) to include. Ask them to consider which background information a viewer would need to know in order to comprehend their argument? How can they express their argument in the most efficient way?

In their sketch, ask them to consider how they will link ideas? How will they orient their infographic? Look at some of the suggestions on the Spyre page – they might do a Mind-Map type orientation that is “concentric” or centered around their argument or they might consider a vertical presentation that reflects the organization of your essay and spreads out explanatory captions and boxes as viewers scroll down the image.  They might even do a horizontal, timeline-like orientation that will allow you to focus on the author’s life, the process of textual creation, and the reception of the text over time.

Offer feedback and assistance with this part of the process (and Photoshop). It is better to clear up any confusions early in this process. 

Remainder of second class period, homework:

Have students work on creating their infographics. You might consider allotting class time to work on the essay or infographic or recommend that students work in the Open Lab on their own time.  When they are working away from computers that have Photoshop, they can continue to revise their presentation through sketches and print-outs, compile images, or reconsider how to more clearly express their ideas in a highly accessible and efficient visual format. Make yourself available for feedback/troubleshooting -- students can email drafts of their infographic at various stages, etc. 

Homework, possible in-class work time

Peer Review your infographic - this is not a necessary step, but I think it is an important one. Beyond instructor feedback, students can get great feedback from their peers on whether or not their infographic makes sense. This is useful because it will help them to discern how efficient their infographic is at communicating information to different audiences.This can take place online outside of class. 

Present Infographics

Infographics can be posted online in a course blog or message board or students can present infographics in class, depending on available class time.

Then, students can make final changes and submit - if desired, the presentation can be the final submission, or students can have the opportunity to use feedback to further revise their infographic and submit it via email or reposting.