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Communicating multi-modally occurs in our daily lives. Research has suggested that visuals and stories help us retain and engage with information (Paul, 2012). The use of infographics, blogs/vlogs, and digital storytelling are becoming increasingly prevalent in the way we communicate ideas to engage, inform, and extend thinking in the 21st century. Our graduates need the experience and the skill sets of communicating multi-modally in their personal and professional lives.

Infographics: Government, research, and individuals are some of those who leverage infographics as communication tools to share complex information in a clear and organized way. The Canadian government has issued infographics related to Canada’s Trade with G7 Countries, An Overview of Canada’s Forest Sector, Flu shot rates in Canada, 2015-2016

and many other relevant topics.

Graphic News has presented information in graphic structures for years and uses visuals to explain complex stories and ideas like that of the Commercial sparkle of man-made diamonds or the popularity of the video game ‘Fortnight.’

Blogs and Vlogs: Entrepreneurs, artists, and business people share their experiences, practices, and knowledge through blogs and vlogs. Techcrunch, founded by Michael Arrington, was a blog started during the mid 1990s to share opinions and ideas about tech start-ups. It has turned into the highly influential home to diverse tech voices exploring the industry.

And don’t forget! The Huffington Post started out as Arianna Huffingtons’ attempt to leverage bloggers to create an alternative to mainstream media.

Digital stories are leveraged by thought leaders and learners to multi-modally create a story that explains a complex concept. Digital stories are exceptionally powerful when they have readers explore ethics and personal and social responsibilities. Beyond Standing Rock tells three digital stories of Indigenous groups currently in battle for their rights. Police are more likely to shoot if you are black explores statistics of shootings in Florida and the underlying inequities.

Including these three communication tools as assessment opportunities in your course with clear criteria that are connected to the course outcomes will build on students’ existing competencies and skills while further developing and extending their ability to create content that is relevant both in ideas and format.

How and where can you see the integration of digital products as an assessment in your course?

Assessing Digital Products

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To assess any digital product, use the following transferable criteria derived from core literacies. Having transferable criteria allows instructors and students to see where and how skills repeatedly surface in various assessments and provides opportunity for feedback from one assessment to be applied in another context.

Criteria can be added to, removed, or adapted to focus on specific knowledge and skills related to your course outcomes, instructional focus, and in response to student learning needs.

Inquiry and analysis The student

❏ clarifies complex ideas ❏ presents appropriate evidence to support claims/conclusions about the topic

Written communication The student

❏ uses appropriate language to convey meaning and facts to readers ❏ organizes information in a coherent and clear structure ❏ produces error-free documents that conform to expectations of the task assigned ❏ communicates appropriately for the relevant audience

Quantitative literacy The student

❏ draws graphs, charts and other visual descriptors of trends, relationships, or changes

Information literacy The student

❏ selects appropriate type(s) and scope of information needed for the digital product ❏ uses information, in all forms, legally and ethically by annotating and citing all sources

Digital literacy The student

❏ creates digital media in a variety of formats ❏ create multimodal texts that combine words, graphics, video, and audio

Ethical Reasoning, Personal and Social Responsibility The student

❏ recognizes ethical issues when presented and identifies conflicting positions that may arise in some situations

How and where do you need to add, remove or modify these criteria to align more specifically to your course outcomes and student learning needs?

Assessing Digital Products Through the Lens of Core Literacies

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Criteria The student

Choose from these possible indicators or look-fors as appropriate to the digital product. The digital product contains:

Inquiry and analysis ❏ clarifies complex ideas ❏ presents appropriate evidence to support

claims about the topic

➔ ideas that are directly related to the topic of the infographic ➔ evidence that information has been gathered from a variety of credible websites, e-

books, apps, etc. ➔ evidence that information has been gathered from a variety of credible journals,

newspapers, magazines and books ➔ evidence that is appropriate to the main idea or argument related to the topic of

the digital product ➔ evidence that is based on fact, not opinion

Written and/or Oral communication ❏ uses appropriate language to convey

meaning and facts to readers ❏ organizes information in a coherent and

clear structure ❏ produces error-free products ❏ communicates appropriate for the relevant

audience

➔ academic, disciplinary, and/or contextually appropriate language and vocabulary to support communication to a specified audience

➔ specific, clear, and descriptive language ➔ clear and coherent controlling idea/argument or call to action ➔ organizational patterns that support understanding (e.g., least complex to most

complex, most important to least import, timelines, etc.) ➔ sectioning, chunking or patterning of information ➔ accuracy in spelling ➔ accuracy in grammar ➔ variation in sentence length and structure ➔ evidence of persuasive strategies ➔ clarity in oral language

Quantitative literacy

❏ draws graphs, charts and other visual descriptors of trends, relationships, or changes

➔ visuals that enhance communication ➔ visuals that extend communication ➔ visuals that are used to generate alternative representations of data ➔ visuals that present accurate representations of data or complex ideas ➔ primary and secondary sources

Information literacy ❏ selects appropriate type(s) and scope of

information needed for the infographic ❏ uses information, in all forms, legally and

ethically by annotating and citing all sources

➔ information gathered from sources that vary in length ➔ citations and/or references aligned to predetermined guidelines ➔ information that is synthesized with originality ➔ information that is accurately and succinctly summarized ➔ illustrations/graphics and writing that work together

Digital literacy ❏ creates digital media in a variety of formats ❏ create multimodal texts that combine words,

graphics, video, and audio.

➔ evidence of appropriate designs or templates to create clear meaning and text form ➔ evidence of the use of a functional and adaptable digital tool, app or software to

create digital product ➔ text features such as headings, font, and font size support emphasis and

understanding ➔ more than one kind of graphic or special effect (e.g., music, slow-motion, etc.) ➔ variety in layout and design ➔ audio and video that include complex or nuanced illustrations/graphics that

communicate meaning (literal, figurative, and symbolic) ➔ design features that add to aesthetic appeal

Ethical Reasoning, Personal and Social Responsibility ❏ recognizes ethical issues when presented

and identifies conflicting positions that may arise

➔ representations of different voices or perspectives ➔ representations from a global perspective

How and where do you need to add, remove, or modify indicators to align more specifically to your course outcomes and purpose?

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Infographics

Why have students create infographics? What is an infographic?

Infographics require student to ● develop interactivity and

communication strategies ● communicate with clarity using

digital communication ● engage in data visualization ● be numerate thinkers ● use creativity and design thinking

An infographic is a communication tool used by media, business, and researchers to present information clearly and succinctly using text, visuals, and data to tell a clear and quick story on a focused topic and for a specific audience. Infographics elicit traffic to websites and blogs where additional content can be provided.

How do I support students to create an infographic?

Access Seneca’s infographic google site to better understanding infographics or the sandbox for a tutorial on how to make one.

Assessing Infographics

To assess an infographic, use criteria derived from core literacies and select the possible indicators or look-fors that connect appropriately to course learning outcomes and the specific text form.

Example The Podcast Explosion http://www.visualcapitalist.com/podcasting-boom-explained-infographic/

Assessment and Feedback of this infographic

● Greater variety in evidence that information has been gathered from a variety of credible websites, e-books, apps is necessary for this infographic to be coherent.

● The evidence included in the infographic is based on fact, not opinion and is appropriately connected to the main idea. There is sufficient evidence.

● Define key terms like “podcast” upfront. You have little space in an infographic-- use it purposefully. ● How could you adjust the content of this infographic to be more persuasive, as opposed to just

informational? See p. 5 for a full assessment using a single point rubric with feedback to meet expectation and feedback to excel based on The Podcast Explosion.

Tools for creating

infographics

https://venngage.com/ https://www.visme.co/ https://www.easel.ly/

How and where can you see the integration of an infographic as an assessment in your course? How will it support course outcomes and promote transferable learning?

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Assessing an Infographic: The Podcast Explosion

Feedback to Meet Criteria Success Criteria The student... Feedback to Excel

Greater variety in evidence that information has been gathered from a variety of credible websites, e-books, apps is necessary.

Criteria: Inquiry and analysis

clarifies complex ideas presents appropriate evidence to

support claims/conclusions about the topic

The evidence included in the infographic is based on fact, not opinion and is appropriately connected to the main idea. There is sufficient evidence.

Define key terms like “podcast” upfront. How could you adjust the content of this infographic to be more persuasive, as opposed to just informational?

Criteria: Written communication

uses appropriate language to convey meaning and facts to readers

organizes information in a coherent and clear structure

produces error-free documents that conform to expectations of the task assigned

communicates appropriate for the relevant audience

Clear conclusion which recaps the central argument. Clearly evident and modeled organizational pattern of “who, what and why”. However, is this the most impactful organizational structure? What would happen if you started with the ‘why’? The language used in the infographic is accessible and appropriate for the audience. Spelling and grammar were accurate.

Some graphics were unclear--specifically the “A Growing Active Listenership.” What strategies will you use in the future to ensure that your visuals are accurate and clear representations of data and ideas?

Criteria: Quantitative literacy

draws graphs, charts and other visual descriptors of trends, relationships, or changes

Graphs, charts, and data enhance and extend the understanding of the content.

Moving forward, include a broader variety of texts as you summarize and synthesize information. Would “Slate” be the most reliable source? Ensure all cited texts are credible and reliable.

Criteria: Information literacy ❏ selects appropriate type(s) and scope

of information needed for the digital product

uses information, in all forms, legally

and ethically by annotating and citing all sources

You include texts from current literature. You include texts that represent research, pop culture and industry. You reference materials according to prescribed style-guide.

Could you have used template or design with a more focused colour palate to lessen the distraction from content? What text features could you leverage to emphasise more important content with less distraction from ideas?

Criteria: Digital literacy

❏ creates digital media in a variety of formats

creates multimodal texts that combine words, graphics video and/or audio

There is variety in layout and design. There is more than one kind of graphic. The design features add to the aesthetic appeal

How could you have addressed the topic from a more global perspective? What ethical issues did you not address? How could access to technology or ability be addressed?

Criteria: Ethical Reasoning, Personal and Social Responsibility ❏ recognizes ethical issues when

presented and identifies conflicting positions that may arise in some situations

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Blogs and Vlogs

Why create blogs and vlogs? What are blogs and vlogs?

Blogs and vlogs allow writers to ● communicate personally

and with authority ● develop community ● market products and

skills ● engage in creative and

intellectual outlets while leveraging visual content

Originally, blogs were personal platforms aimed for sharing ideas and opinions. More recently, blogs and vlogs are considered communication tools used by individuals and groups aiming to develop content which allows them to share their thinking about products, events, life, ideas and more. Effective blogs and vlogs present content clearly and succinctly using visuals and other content to complement their ideas and information. Like infographics, blogs and vlogs elicit traffic to websites and other web-based spaces where additional content or sales can be accessed.

How do I support students to create an infographic?

To better understand blogs and vlogs visit Seneca’s sandbox for a workshop.

Assessing Blogs and Vlogs

To assess a blog or vlog, use criteria derived from core literacies that are connected to course learning outcomes and the specific text form.

Example Robin Sharma How the Pros Build Focus https://www.youtube.com/watch?v=Jbglg_wUscU

Assessment and Feedback of this Vlog Posting

● Presents an idea, “building focus” and provides simple strategies. Simple purpose, simple strategies. How could this topic be addressed to surface the complexity? What evidence could be provided? This is strictly opinion and requires more evidence of research. No evidence of graphs, charts or other visuals to explain trends or relationships.. What data could you have used to support your argument and show the relationship between success and the strategies you are suggesting?

● Engaging opening visual series. Creates drama and focus. Clear branding of “The 60 Second Hero” using appropriate graphics and animation. Consider adding visual cues to the vlog post.

See page 7 for a full assessment using a single point rubric with feedback to meet expectation and feedback to excel based on How the Pros Build Focus.

Tools for creating

Blogs and

Vlogs

www.wordpress.com www.blogger.com www.medium.com

www.youtube.com www.vimeo.com www.twiter.com

How and where can you see the integration of authentic and purposeful blogs and/or vlogs as an assessment in your course?

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Assessing a Vlog: Robin Sharma’s How the Pros Build Focus

Feedback to Meet Criteria Success Criteria The student... Feedback to Excel

Presents an idea, “building focus” and provides simple strategies. Simple purpose, simple strategies. How could this topic be addressed to surface the complexity? What evidence could be provided? This is strictly opinion and requires more evidence of research.

Criteria: Inquiry and analysis � clarifies complex ideas � presents appropriate evidence to

support claims/conclusions about the topic

Consider shortening the intro. You do not dig into your own ideas until halfway through the video.

Criteria: Written/Oral communication

uses appropriate language to convey meaning and facts to readers

organizes information in a coherent and clear structure

produces error-free documents that conform to expectations of the task assigned

communicates appropriately for the relevant audience

Language is accessible and clear. Ideas are presented with clarity. Appropriate content and context for an audience interested in improving their skills.

No evidence of graphs, charts or other visuals to explain trends or relationships.. What data could you have used to support your argument and show the relationship between success and the strategies you are suggesting?

Criteria: Quantitative literacy ❏ draws graphs, charts and other visual

descriptors of trends, relationships, or changes

In your next assessment task, focus on demonstrating this skill.

Less information about the context (e.g., X group, Manhattan) and more focused information about the strategies (e.g., making powerful choices) would provide more clarity and focus. No references were included.

Criteria: Information literacy

❏ selects appropriate type(s) and scope of information needed for the digital product

❏ uses information, in all forms, legally and ethically by annotating and citing all sources

Criteria: Digital literacy

creates digital media in a variety of formats

creates multimodal texts that combine words, graphics video and/or audio

Engaging opening visual series. Creates drama and focus. Clear branding of “The 60 Second Hero” using appropriate graphics and animation. Consider adding visual cues to the vlog post.

No evidence of this criteria.

Criteria: Ethical Reasoning, Personal and Social Responsibility

❏ recognizes ethical issues when presented and identifies conflicting positions that may arise in some situations

In your next assessment task, focus on demonstrating this skill.

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Digital Story Telling

“Digital Stories are short, personal, multimedia tales. Written with feeling and in the first person, there's a strictness to their construction: 250 words, a dozen or so pictures, and two minutes is about the right length. Digital Stories—when properly done—can be tight as sonnets: multimedia sonnets from the people. …and, when imagined as a tool of democratised media, it has—I believe—the potential to change the way we engage in our communities.” Daniel Meadows

How to make a digital story

Seneca provides foundational and supportive resources to students for the development of digital stories. Visit the digital storytelling sandbox for additional information on why they are effective and how to make one.

Specific Indicators and Look-fors for Assessing a Digital Story

To assess a digital story, use criteria derived from core literacies and connected to course learning outcomes. For a digital story, consider the seven indicators of an effective digital story outlined by The Centre for Digital Story Telling (Lambert, 2013).

1. Clear point of view and perspective 2. A dramatic and engaging question that is answered by the end 3. Emotional content that addresses a significant issue and provokes audience to feel. 4. A personalized story that supports understanding of content and context 5. A soundtrack that complements and extends the story 6. Economy of content that provides just enough information 7. Pacing which allows the audience to progress through the story.

Example Nishnabek de'bwe win storytellers: Simone https://projectrevision.ca/nishnabek-debwe-wintelling-our-truths/

Assessment and Feedback of this Digital Story

• Content of the digital story is personalized and helps the viewer understand a complex idea. • Sufficient content is provided to help the viewer begin to understand the context of the story and to be left with

further questions. • Pacing and transitions were smooth. How could the soundtrack be used throughout the story? What would the

impact be?

Tools for creating Digital Stories

http://bit.ly/PStory3 www.wevideo.com http://bit.ly/UnfoldApp

Presenting current, thought provoking information in clearly organized and relevant forms is a required task for those contributing to 21st century dialogue. Adding these three communication tools into your course as assessment opportunities will help better prepare your students to be consumers and makers of knowledge.

How and where can you see the integration of digital storytelling and its specific Indicators as an assessment in your course?

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Inspired By The Monsters

Posted in InspirationTagged acyrilic on canvas, AGO, art exhibitions, Dissociative Identity Disorder (D.I.D.), Guillermo del Torro: At Home With Monsters, Monsters, sculpture

A while still developing my theme for my body of work and still working on thumbnails for them, I went to an art exhibition in a well-known art gallery called the AGO and got inspired by multiple exhibits, but one exhibit inspired me the most. The exhibition was “Guillermo del Toro: At Home with Monsters” and within it featured all kinds of scary, creepy and freaky artworks that either genuinely scared me, freaked me out or inspired me. Below are a few in particular that I liked the most:

The Pale Man, DDI Efectos Especiales, 2016, silicone, and fibreglass

“The Pale Man” was the first thing I or anyone saw when they entered the exhibit. It freaked me out a bit but the movement and the details on the hanging skin and the eyes and neck was something I realized I wanted to be able to do. I, also, felt that the shadows and highlights were used very well too, and the position of the figure suggested movement in a way, as it looked like it was stopped mid-step almost and the position helps draw attention to the eye in its hand. The style of the piece seemed very convincing in terms of looking realistic but it also had an abstract or cartoonish kind of look to it which I think really helped in evoking that freaky feeling in viewers that I, also, felt.

Annotated Sample Blog Post

Written and/or Oral communication The author uses some appropriate language (i.e, thumbnails,) to convey meaning and facts to readers. Although “scary, creepy and freaky” seem colloquial, they are appropriate in this context. There is a clear main idea, but focus could be improved. Tone and voice in the blog are appropriate to the audience, given the context.

Information literacy Blog demonstrates the selection of appropriate type(s) (i.e., visual and text) and scope of information (i.e., reference to art, ideas) needed for the blog. The author is beginning to understand how to document materials in accordance to instructions from instructor.

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Original poster design, James Jean, 2017, charcoal and acrylic on paper

This artwork reminded me of the message I wanted my body of works to exhibit which was to not be afraid of who one is. The image depicts some kind of sea creature, with physical human characteristics, embracing a woman passionately a while both individuals are underwater. The way the plants in the image are shaped and considering they’re all shaped in one direction suggests movement and since the seaweed is surrounding the individuals in the center I feel that it is meant to give off the feeling of a hurried, final, passionate embrace between lovers. I decided to try to give off the same feeling in my final piece to help display my message more clearly.

“I Want You”, Chet Zar, 2007, acrylic on canvas

This artwork reminded me of my theme and how scary Multiple Personality Disorder can be. The artwork depicts a human-like creature, without a mouth or nose but eyes that seem to be just pupils, pointing a gun in the direction of the viewer so that they’re looking down the barrel of the gun. I believe upon first glance it’s supposed to evoke fear in the viewer, which happened to me the first time because there seems to be a lot of emphasis on the creature’s face but to the bottom left of the creature’s face is the gun. After looking at the artwork for a little while it’s simply interesting. It seems to tell a story about a misunderstood man being driven so far by all the disgust and hate he’s received to kill at least that’s how I interpret it. I thought maybe I could include a personality in my artwork that feels misunderstood upon seeing it, as this artwork, I feel, does a good job of doing that.

Inquiry and analysis The text clarifies complex ideas presented in the art work and uses descriptive language to support claims.

Criteria: Digital literacy The blog is a piece of digital media presented using an effective, simplistic template. The blog illustrates a multimodal texts that combine words, graphics, and art.

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The Evil Eye, Chet Zar, 2010, Acrylic on canvas

This artwork simply creeped me out the more I looked at it, but it was for that same reason why I found it inspiring. It depicts, yet another, creature in a skeleton-like form looking at the viewer with only one eye, as the other eye is missing with only shadows in its place, and from a side profile view. There’s, also, a hand, darker than the face of the creature and mostly curled into a fist, but with the pinky and index fingers out and the index finger resting on the chin of the creature. The more I looked at the painting the more I felt like the creature was examining me and deciding which part of me they should start eating first. It inspired me to have a similar personality in my artwork that I hoped would freak or creep out the viewer.

Finally, the artwork that inspired me the most was:

The Faun, DDI Efectos Especiales, 2016, silicone and fibreglass

At first glance, the sculpture is very much freaky, but if you pay close attention to the details in it, you can find various fairies all around the main subject. It helped me relate closely to my theme because it’s all about different identities, surrounding the first identity, and figuring out how to live peacefully when there’s a constant power struggle. It depicted some small fairies looking rather cute than intimidating and the main individual, centered around the fairies, appearing ready to attack the viewer as there are shadows around the eyes and the hands of the creature facing outwards suggests. I liked this piece the most because I could relate it a lot more closely to my theme and because of how well all the small details fit together. If you look closely you realize that the creature seems to be made of plants like trees and that it appears to be able protecting the fairies as they only seem to be peaking at the viewer a while maintaining a calm expression.

Criteria: Ethical Reasoning, Personal and Social Responsibility The author continues reflecting on inspiration and personal connections between art, ideas, and their own thinking about themes in their art.

Written and/or Oral communication The author returns to the controlling idea from the first paragraph to conclude the blog, illustrating a coherent organizational structure and pattern; however, not all ideas were sufficiently addressed.

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Annotated Sample Infographic

Criteria: Digital literacy This infographic is a digital media form created using an effective, template. It illustrates a multimodal text that combine words, graphics, and visuals. Not all are necessary or appropriate for explaining the UGG connection between the USA.

Information literacy The infographic demonstrates the selection of appropriate type(s) (i.e., maps, graphs, and text) and scope of information (several examples provided) needed to clarify a complex idea. Maps are identified according to prescribed conventions from instructor. Written and/or Oral communication A clear controlling idea at the beginning of the infographic is needed. Information is presented in bullets; however, lists (e.g., lists of states) could be further bulleted for clarity of presentation and ideas. Some text could be further synthesized.

Criteria: Quantitative literacy The infographic contains visual representations of ideas to clarify and represent the information visually with some quantitative insight.

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Criteria: Ethical Reasoning, Personal and Social Responsibility The author recognizes a possible ethical issue when presenting information about sheepskin, but does not clarify.

Information literacy Not all visuals add to clarifying complex ideas. Some act as simple visual cues (i.e., Map 2). Criteria: Inquiry and analysis The infographic clarifies one idea and presents appropriate evidence to support claims/conclusions about the topic.

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Criteria: Ethical Reasoning, Personal and Social Responsibility The author clearly recognizes ethical issues with counterfeiting UGGs when presenting information about Racoon Dogs.

The infographic includes a global representation of different voices or perspectives (i.e., financial, environmental, ethical).

Criteria: Information literacy Evidence is based on fact. Some unsubstantiated opinion is present and evocative language (i.e., unsuspecting people, barbaric). Criteria: Written communication Author uses appropriate language to convey meaning and facts to readers. Some information is repetitive.

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Written and/or Oral communication Academic and geographic language and vocabulary are present. Specific, clear, and descriptive language is used. A concluding statement or summary statement at the end of the infographic would have supported a clearer organization pattern. Information was appropriately chunked.

Information literacy The student is beginning to understand how to document materials.

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