Iterative Curricular Design of Collaborative Infographics for Science Literacy in Informal Learning Spaces

Abstract

This short report describes the design and implementation of a two year, iterative curriculum developed to promote science literacies through the creation of news infographics in an informal learning environment. Paid, high school student interns were recruited to identify an issue of personal and social relevance and create infographics that visually represented and communicated the science behind their topic. After several cycles of peer and editorial review, these infographics could be published in an online newsmagazine. Three cycles of data journalism activity with distinct participation and activity structures are described, with considerations of the affordances and constraints of each cycle.