Learners go from practicing their skills in evaluating visual and digital information to reflecting on their role as responsible members of their communities. They first evaluate different visuals from the Internet for their trustworthiness, and then discuss the different factors of effectively communicating with visuals.

Contributors:

Evaluating Visual Information

Activity Goals

Learners go from practicing their skills in evaluating visual and digital information to reecting on their role as responsible members of their communities. They rst evaluate dierent visuals from the Internet for their trustworthiness, and then discuss the dierent factors of eectively communicating with visuals.

Key Objectives

SD.1 Ask questions

SD.3 Describe data and data visuals

SD.7 Use comparative language

PD.9 Translate information from words into visual form

PD.11 Explain how visual representations aect our understanding DS.3 Promote data-storytelling in your own community

DS.10 Speak in other languages

Steps

  1. Review: information that needs to be examined when evaluating information/visuals from the Internet

    1. Logos

    2. Fonts

    3. Font size

    4. Linkstowebsites

    5. Bold text

    6. Spelling

  2. Review: 6 critical questions

    1. Who said it?

    2. What did they say?

    3. Where did they say it?

    4. When did they say it?

    5. Why did they say it?

    6. How did they say it?

  3. Discuss the difference between false information and misleading information. Then, learners examine different visuals and snapshots of information from the Internet to evaluate whether they are truthful/trustworthy, false, or misleading. Discuss why.

  4. Discuss the factors/steps of visual communication: research, collecting ideas, development of concepts, initial presentation of ideas, feedback and modifications, refinement of ideas, final presentation

  5. Relate the activity to learners’ communities by discussing what it means to be a responsible community member.

  6. Learners brainstorm issues that are relevant to their communities, about which they can share information or help evaluate information for their community members (or both). Review the two important steps in sharing information: 1, researching (through interviews and sharing results) and 2, sharing the content (via yers, videos, social media posts, etc.). Learners then work on their individual projects.

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