What is it about?
This chapter is a sequel to 'Exploring academic argument in information graphics' (2020), in which we proposed the framework for argument in data visualisations. This social semiotic framework provides a holistic view that is useful for providing feedback and recognising students’ work as realised through the ideational, interpersonal, and textual meta-functions. For example, in addition to the verbal (written) mode that they are usually assessed on in Higher Education, students' digital poster designs must also consider composition, size, shape and colour choices. When the course was first introduced, many students' were able to produce attractive posters, but there seemed scope to support them in developing better arguments by revising the course's contents. Our follow-up piece describes how using this framework proved helpful for changing a second-year journalism, blended-learning course and helping students' argument-development.
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Why is it important?
To illustrate the benefits of the infographic poster design course's changes, our article focuses on two students, whose work differed from those of the 2017’s class in presenting meta-level critiques. As a result of some of the curriculum interventions, students began to engage with normative attitudes and societal discourses that shaped the information they shared. The two aspirant media professionals' meta-critiques flagged important challenges in relying on data that may be incorrect and incomplete, accurately spotlighting the inherent difficulties of simplifying qualitative complexity into numbers for their audiences.
Perspectives
Many changes were made to the revised data visualisation poster course. In particular, (1) Delimiting the scope of the task, (2) Encouraging the use of readily accessible design tools, (3) Considering gains and losses in digital translations, (4) Implementing a process approach for developing argument and encouraging reflection, (5) Developing meta-languages of critique and argument, and (6) Acknowledging different audiences and the risks of sharing work as novices. All these adjustments contributed to better supporting students’ development as critical designers and engaged citizens. In particular, the course better supported an understanding of how the graphs they shared might represent a numeric simplification of a qualitatively complex situation, and to point to the ways in which the categories for comparison may be blurred.
Dr Travis M Noakes
Cape Peninsula University of Technology
Read the Original
This page is a summary of: Design principles for developing critique and academic argument in a blended-learning data visualisation course, January 2023, EdTech Books,
DOI: 10.59668/279.10568.
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