Artifact #2 Assignment:
Students, in groups of 3, will make an infographic, meaning “a visual image such as a chart or diagram used to represent information or data” (OAD), informing the public about an issue that accompanies new media. Your infographic must inform an audience and make an explicit or implicit argument about a topic of your choosing related to the subject matter of our course. In addition, your group will write jointly an annotated bibliography and a supporting document (1200-1500 words) that reflects the research and data you visualized in your infographic, as well as elaborating on your design choices. These topics may touch on the issues of plagiarism, DRM, piracy, eBook pricing, privacy, surveillance, or figures like Cory Doctrow, Aaron Swartz, or Edward Snowden. They may also address questions relating to new media such as: is the Internet a utility? What should happen to the Facebook pages of deceased people? Should the government or police have the ability to spy on text messages? Should fan sites be sued for publishing spoilers?
GOALS
This assignment challenges you four ways:
CHALLENGES
One challenge for this infographic is to choose a topic with an appropriate scope—how much can you do in the course of a manageable infographic? What topic can you find that you would a) enjoy writing about and b) find enough information about that would allow you to create a representative infographic? You should negotiate ideas early on in the process and have a clear sense of what you want your infographic to do for the viewer. How can it be useful? What can it inform them of in the time it takes to view a typical infographic.
TECHNOLOGY/LOGISTICS
To design your infographic, you might use several different software options:
While you have much more flexibility in your design if you were to use a program such as InDesign and Illustrator, I recommend using either Piktochart or Canva, which are very easy to use programs.
I suggest you review the section in WOVEN Text covering "Charts/ Infographics" (pp. 357-364).
INFOGRAPHIC POSTER (7% of total course grade)
SUBMISSION/PRINTING FOR GALLERY STYLE VIEWING
Each group will print their infographic so that we can do a gallery style viewing of the infographics in class. These infographics will be collected and assessed by the instructor. There are plotters in the Multimedia Studio and at Paper and Clay in the Student Center (3rd floor) that will allow you to print your poster. The large format plotter can print 24”, 36”, and 42” inches wide and any length. The pricing is per linear foot $2.50, $2.75, and $3.00, respectively. Choose your size accordingly. You may orient your infographic either vertically or horizontally.
Give yourself plenty of time to print your infographic poster. Students often discover that there’s a line at the plotter and that it actually takes a long time to print even when it is their turn. Also, if you were to use a print shop (such as Paper and Clay), some require you to submit your file 48 hours in advance. You may wish to print extra copies at the time you print to keep copies for yourself.
Tips
ANNOTATED BIBLIOGRAPHY (3% of total course grade)
Groups must research and write annotated bibliographies for at least five sources. This is a joint, co-authored bibliography. You should use these annotations to determine what belongs in your infographic, and what doesn't.
GALLERY PRESENTATIONS (3% of total course grade)
In class, each group will give a short presentation that walks the class through the infographic and points to 3 specific, interesting visual choices and/or research and data in the design (which may be the same as the specific parts of the images discussed in the reflection).
GROUP SUPPORTING DOCUMENT (7% of total course grade)
Along with your infographic, your group will submit a 3-5 pages (1200-1500 words) supporting document that addresses, explains, and supports the choices you have made in your infographic. This is a joint, co-authored paper. You should consider using Google Docs or a similar web-based program in which to write your document; a “co-authored paper” means creating a unified, blended, single voice from many voices.
TIMELINE
You should address not only the argument that your infographic engages but also why you’ve chosen this particular topic. You should also address/explain your choice of style, font, color, images, size, etc., How do your choices of design elements work together to convey your topic/argument/point? Why did you choose these particular elements as opposed to something else? Why did you choose this topic? Who or what organization might use your infographic in a real world setting?
Reflection
My thanks to Marion L. Brittain Fellows Chelsea Bullock, Michael Griffin, and Nicole Lobdell for encouraging me to adopt this assignment. I credit them with many of these ideas, and much of the language.
Students, in groups of 3, will make an infographic, meaning “a visual image such as a chart or diagram used to represent information or data” (OAD), informing the public about an issue that accompanies new media. Your infographic must inform an audience and make an explicit or implicit argument about a topic of your choosing related to the subject matter of our course. In addition, your group will write jointly an annotated bibliography and a supporting document (1200-1500 words) that reflects the research and data you visualized in your infographic, as well as elaborating on your design choices. These topics may touch on the issues of plagiarism, DRM, piracy, eBook pricing, privacy, surveillance, or figures like Cory Doctrow, Aaron Swartz, or Edward Snowden. They may also address questions relating to new media such as: is the Internet a utility? What should happen to the Facebook pages of deceased people? Should the government or police have the ability to spy on text messages? Should fan sites be sued for publishing spoilers?
GOALS
This assignment challenges you four ways:
- First, it asks you to summarize information and create a compelling visual narrative that will inform or persuade an audience.
- Second, it asks you to demonstrate your awareness of and ability to use basic principles of visual design.
- Third, it asks you to coordinate decisions and execute them as a group.
- Fourth, it requires you to generate and distill substantive research on a topic.
CHALLENGES
One challenge for this infographic is to choose a topic with an appropriate scope—how much can you do in the course of a manageable infographic? What topic can you find that you would a) enjoy writing about and b) find enough information about that would allow you to create a representative infographic? You should negotiate ideas early on in the process and have a clear sense of what you want your infographic to do for the viewer. How can it be useful? What can it inform them of in the time it takes to view a typical infographic.
TECHNOLOGY/LOGISTICS
To design your infographic, you might use several different software options:
- PowerPoint
- Adobe InDesign (available in the multimedia lab), see Lynda.com tutorials.
- Adobe Illustrator (There are tutorials at Lynda, and also on the web. See, for example, this one, which has a focused emphasis on infographics.)
- GIMP (free) or Adobe Photoshop (Again, see Lynda for tutorials)
- An online infographic tool, such as Piktochart or Canva.
While you have much more flexibility in your design if you were to use a program such as InDesign and Illustrator, I recommend using either Piktochart or Canva, which are very easy to use programs.
I suggest you review the section in WOVEN Text covering "Charts/ Infographics" (pp. 357-364).
INFOGRAPHIC POSTER (7% of total course grade)
SUBMISSION/PRINTING FOR GALLERY STYLE VIEWING
Each group will print their infographic so that we can do a gallery style viewing of the infographics in class. These infographics will be collected and assessed by the instructor. There are plotters in the Multimedia Studio and at Paper and Clay in the Student Center (3rd floor) that will allow you to print your poster. The large format plotter can print 24”, 36”, and 42” inches wide and any length. The pricing is per linear foot $2.50, $2.75, and $3.00, respectively. Choose your size accordingly. You may orient your infographic either vertically or horizontally.
Give yourself plenty of time to print your infographic poster. Students often discover that there’s a line at the plotter and that it actually takes a long time to print even when it is their turn. Also, if you were to use a print shop (such as Paper and Clay), some require you to submit your file 48 hours in advance. You may wish to print extra copies at the time you print to keep copies for yourself.
Tips
- You should choose a size for your infographic based on your reactions to other infographics you find on the web. Many infographics are tall images; others go for something wider. It’s not important that the image be any specific size: more important is what it can do for a viewer in a short timespan (you should anticipate that viewers will spend 1-2 minutes with your infographic.
- Include a clear title somewhere in your infographic. It should be specific and attention-grabbing.
- Somewhere in the infographic, include your names and your references/citations: if you’re using online resources, URLs will suffice.
ANNOTATED BIBLIOGRAPHY (3% of total course grade)
Groups must research and write annotated bibliographies for at least five sources. This is a joint, co-authored bibliography. You should use these annotations to determine what belongs in your infographic, and what doesn't.
GALLERY PRESENTATIONS (3% of total course grade)
In class, each group will give a short presentation that walks the class through the infographic and points to 3 specific, interesting visual choices and/or research and data in the design (which may be the same as the specific parts of the images discussed in the reflection).
GROUP SUPPORTING DOCUMENT (7% of total course grade)
Along with your infographic, your group will submit a 3-5 pages (1200-1500 words) supporting document that addresses, explains, and supports the choices you have made in your infographic. This is a joint, co-authored paper. You should consider using Google Docs or a similar web-based program in which to write your document; a “co-authored paper” means creating a unified, blended, single voice from many voices.
TIMELINE
- Friday 9/30: Determine groups of 3 (4 max) people for infographic artifact
- Friday 10/7: Each group will present a brief proposal (2-3 minutes) for their infographic project. Explain the job title and general responsibilities of each group member. Following the presentations there will be a brief Q&A period for peers to provide commentary and solicit feedback for proposed project ideas.
- Wednesday, 10/12: Tutorial with Alison Valk
- Monday, 10/17: Annotated Bibliography Due
- Wednesday & Friday 10/19 & 10/21: Infographic Presentations & Gallery Viewing (bring printed infographic posters to class for viewing)
- Monday, 10/24: Revised Digital version of Infographic (use JPG, PDF, or TIFF) and Supporting Document Due on T-Square at midnight. Email is also an acceptable way to submit these documents.
You should address not only the argument that your infographic engages but also why you’ve chosen this particular topic. You should also address/explain your choice of style, font, color, images, size, etc., How do your choices of design elements work together to convey your topic/argument/point? Why did you choose these particular elements as opposed to something else? Why did you choose this topic? Who or what organization might use your infographic in a real world setting?
Reflection
- Reflect upon your strengths and weaknesses in completing the project.
- What part of this project did you enjoy most and least?
- What was the most challenging aspect of completing Artifact #2.
- What is your argument or purpose, and how did you make the argument or purpose visible in your artifact?
- What modes does your artifact incorporate? Does one take precedence over the others?
- If you had more time for revision, what would you change and why?
- What was your role or title in this group assignment? How did you contribute to completing this project? What could you have done better to support your team? Do you want to share anything about your experience working in this group?
My thanks to Marion L. Brittain Fellows Chelsea Bullock, Michael Griffin, and Nicole Lobdell for encouraging me to adopt this assignment. I credit them with many of these ideas, and much of the language.