Revisiting a Genre

Toth, Christopher

doi:10.1177/1080569913506253

Cited by 59 publications

(22 citation statements)

References 10 publications

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“…Analysis and interpretation of business charts (De Rycker, 2001) Infographics (Toth, 2013) Persuasive…”

Section: Classroom Implementationmentioning

confidence: 99%

“…Of course, we still may assign a bad news letter; however, the focus of the assignment will be to apply a range of competencies (depending on how far along we are in the semester) and to reinforce the overall principles of goals oriented and receiver centric. Furthermore, we provide a mix of messages when teaching each competency (e.g., (Toth, 2013) Persuasive Shark tank pitch: Students prepare a persuasive presentation and accompanying written materials to convince an investor to back their product or company.…”

Section: Classroom Implementationmentioning

confidence: 99%

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The Competency Pivot

Lucas

Rawlins

2015

Business and Professional Communication Quarterly

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In this article, we outline a competency-based approach to teaching business communication. At the heart of this approach, classroom instruction, assignments, and evaluation center on a goals-oriented and receiver-centric understanding of communication in which students are taught strategies for meeting five core competencies of business communication: professional, clear, concise, evidence driven, and persuasive. This is not a reinvention of the curriculum but instead a pivot that positions existing disciplinary knowledge and best practices into a clear, memorable, and professionally oriented framework to help students build critical communication skills that can be applied strategically across a range of business situations.

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“…Analysis and interpretation of business charts (De Rycker, 2001) Infographics (Toth, 2013) Persuasive…”

Section: Classroom Implementationmentioning

confidence: 99%

Section: Classroom Implementationmentioning

confidence: 99%

The Competency Pivot

Lucas

Rawlins

2015

Business and Professional Communication Quarterly

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“…One special caveat of infographics is that they are static rather than dynamic. Displays that can adjust instantaneously with user input, known as interactive data displays, are related to but distinct from infographics (Rawlins & Wilson, in press;Toth, 2013). Both display information, but infographics are not adjustable by the audience.…”

Section: Defining Infographicsmentioning

confidence: 99%

“…Using a combination of colors, images, and linework, an infographic's producer can use design techniques to shape the audience's reaction about a given topic. As a result, infographics offer audiences the "illusion of trustworthiness" because of their visual nature and statistical information (Toth, 2013). People ascribe more credibility to images than text alone (Kostelnick & Roberts, 2010;Kimball & Hawkins, 2008;Tufte, 2003;Kienzler, 1997;Schriver, 1997).…”

Section: Consumptionmentioning

confidence: 99%

Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way

Laskin

Haller

2016

Information Literacy: Research and Collaboration Across Disciplines

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When we began discussing our vision for a collection on information literacy (IL), our initial conversations revolved around the incredible amount of scholarship and practice that already existed in both Writing Studies (WS) and in Library/Information Science (LIS). Yet, while librarians, writing faculty, and other disciplinary faculty had presented and/or published together, there was still not enough cross-over in disciplinary literature addressed to both faculty and librarian audiences.One of our goals for this collection, then, was to bring together the rich scholarship and pedagogy from multiple perspectives and disciplines to provide a broader and more complex understanding of IL in the second decade of the 21st century. Further, we hoped that a collection that bridged the disciplinary divide would advance the notion of shared responsibility and accountability for the teaching, learning, and research of IL in the academy: faculty, librarians, administrators, and external stakeholders such as accrediting agencies and the businesses/industries that employ our graduates.As we issued the call for contributions for the collection, our view of IL was guided by the Association of College & Research Libraries (ACRL) Information Literacy Standards for Higher Education (IL Standards) which defines IL as the ability to "determine the extent of information needed, access the needed information effectively and efficiently, evaluate information and its sources critically, incorporate selected information into one's knowledge base, use information effectively to accomplish a specific purpose, understand the economic, legal and social issues surrounding the use of information, and access and use information legally" (ACRL, 2000). Widely cited since its formal approval by the ACRL Board, the IL Standards has seen widespread acceptance by librarians, faculty, administrators, and accrediting bodies. As a result, librarians and faculty have created strong partnerships to develop pedagogy related to IL and the IL Standards have been adapted to meet disciplinary contexts.However, the IL Standards also have faced considerable criticism as both research and practice began to highlight and illustrate the shortcomings of a standards-and competencies-based approach. Critiques of the IL Standards, theoretically and research-based, have focused on the de-contextualized nature of standards that potentially emphasize a prescribed set of skills. ResearchThe Framework for IL draws upon both threshold concepts (foundational concepts within a discipline that serve as portals to thinking and practice) and the concept of metaliteracy (Mackey & Jacobson, 2011;. Metaliteracy presents a vision for IL as an overarching literacy that places students in the role of both consumer and producer of information within today's collaborative information environments. Metaliteracy also emphasizes four domains of engagement within the information environment: behavioral, affective, cognitive, and metacognitive with metacognition as particularly important for...

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“…Diversos formatos de visualização são utilizados com o objetivo de facilitar o aprendizado. Dentre eles, um formato que tem ganhado popularidade no contexto educacional é o infográfico (contração do termo em inglês information graphic) (Lee & Kim, 2016;Toth, 2013). Infográficos unem elementos de design a dados para ajudar a transmitir informações de modo objetivo (Smiciklas, 2012).…”

Section: Introductionunclassified

Um framework de classificação de complexidade para infográficos

Lyra

Reis

Cruz

et al. 2019

RBIE

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Os infográficos passaram a ser empregados como material de apoio ao ensino devido a sua natureza informativa. As evidências empíricas mostram que o uso desse formato de visualização afeta o aprendizado e o interesse dos alunos. No entanto, ainda é necessário fornecer maiores detalhes sobre os parâmetros que garantem os resultados positivos. Um desses parâmetros é complexidade dos infográficos. Logo, é preciso obter informações sobre o impacto de infográficos com diferentes níveis de complexidade no aprendizado.Observando a ausência de diretrizes que pudessem ser aplicadas para classificar a complexidade de infográficos, este trabalho propôs um framework que considera três dimensões (visual, verbal e conceitual) e o utiliza para pontuar infográficos, gerando uma medida de complexidade.Para avaliar o framework foi realizado um experimento controlado cujo objetivo foi verificar se a complexidade medida representa a real complexidade pro usuário.Analisando os resultados verificou-se que, de fato, os usuários aprenderam mais a partir de infográficos classificados como de baixa e média complexidade.Conclui-se que o fator complexidade do infográfico afeta o aprendizado e deve ser considerado por professores e criadores de conteúdo na decisão de se utilizar infográficos como materiais de aprendizagem.

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Revisiting a Genre

Cited by 59 publications

References 10 publications

The Competency Pivot

The Competency Pivot

Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way

Um framework de classificação de complexidade para infográficos

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