Young Adults Use of Semiotics in Science News Infographics

Joseph L. Polman and Engida H. Gebre

Science, technology, engineering, and mathematics (STEM) courses have been integral factors in
American education for decades. Researchers and educators are shiftng to more teaching using
visual literacy, due to the fact that humans process visuals 60,000 times faster than text,
according to a 3M Corporation research study (Frey & Fisher, 2008).
Infographics are visual representations of informationcommonly seen as graphs, charts, or
other graphics that have minimal text. Understanding complex science terms, such as distance to
the moon, a plants source of energy needed for photosynthesis, or comparing the atomic mass of
a group of metalloids, can aid in simplification through the use of infographics. An effective
learning process could include secondary students creating their own visual presentation of
science information, with content of their choice, in order to help understand how students
approach learning with and from representations as well as to design instruction for developing
both scientific and digital competencies (Gebre & Polman, n.d.).
Typically, writers focus on mechanicsgrammar, spelling, stylewhile conveying the main
message of the text. Conversely, designers of visual information hone their attention to
presentation, the layout and visual appeal of the information. It is the presentation style of the
students Gebre and Polman focus on during this study; looking at how high school students
constructed infographics, as designers vs. writers, with their use of learned and inventive
representational forms in creating science news infographics (Gebre & Polman).
The two-year study in Midwest USA included 156 students, ages 14-17, from both the traditional
school setting and an out of school internship program spanning from fall 2012 through spring
2014, utilizing different groups of students each semester. Of 170 total infographics submitted,

123 were analyzed using the inductive approach to compare the types of visual representations
students incorporated, along with how they were connected to text and other elements within
their projects. Students included pictures, icons, schematic charts, pictographs, and quantitative
graphs with minimal relevant text.
The findings of the study revealed how many of the various elements of visual representation
students used with their infographic. The range was between one and seven types, with an
average of 2.86. The study also analyzed the frequency of the four types of representationstext
only, icons, schematic, and charts+graphs; in addition to how much information was included in
the infographic exclusively by non-text representations. There were many infographics
containing icons representing physical objects without associating it with any data, or text.
Findings indicated both promise and challenges to working with older adolescents to develop
their representational competence (Gebre & Polman). Becauseinformationrichvisual
representationshavebecomecommonplaceinsciencecommunications,studentswhocan
deciphertheserepresentationsanddeveloptheirowndatarichinfographicswillhavean
advantageofthosewhocannot.
This study has emphasized to me that high school science teachers should consistently include
infographics into lessons to help students become more visually literate; and to provide them
opportunities to construct their own to become more competent information designers.
References
Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels,
anime, cartoons, and more to develop comprehension and thinking skills. Thousand Oaks,
CA: Corwin Press.
Gebr, E., & Polman, J. (n.d.). Young adults use of semiotics in science news infographics.
Retrieved July 16, 2015, from http://www.isls.org/cscl2015/papers/MC-0331-PosterPolman.pd