1. GRAPHIC INQUIRY:
How to use graphics in any classroom
For Rato Bangala Visiting Student Teachers
By Jennifer Alevy,
Head Librarian
Lincoln School, Kathmandu

2. Lamb, Annette C., and Daniel Callison.
Graphic inquiry. Santa Barbara, Calif.:
Libraries Unlimited, 2012. Print.
http://covers.booktopia.com.au/big/9781591587453
/graphic-inquiry.jpg

3. VISUAL LITERACY
 Visual literacy is the ability to understand and use
images. This includes to think, learn, and express
oneself in terms of images (graphically).
Photographs, cartoons, line
drawings, diagrams, concept maps, and other
visual representations are all important in visual
literacy.
 "Virtual Information Inquiry: Inquiry." Virtual Information Inquiry: Student Information Scientists and Instructional
Specialists in the Learning Laboratory. N.p., n.d. Web. 29 Aug. 2012.
<http://virtualinquiry.com/inquiry/visual.htm>.

4. VISUAL LITERACY
 Visual resources are important in all content areas.
In social studies, students can learn about history
by analyzing historical photographs and posters.
Student use photographs to explore scientific
processes and relationships. Photographs can
stimulate emotions for creative writing.

5. TEACHING VISUAL LITERACY
 In Teaching Visual Literacy, Nancy Frey and
Douglas Fisher…state that “visual literate learners
are able to make connections, determine
importance, synthesize information, evaluate and
critique. Further, these visual literacies are
interwoven with textual ones, so that their
interaction forms the basis for a more complete
understanding.” (p.4)

6. GRAPHIC LITERACY
 Graphic literacy involves more than simply
illustrating a term paper. Students build skills by
learning how to read, interpret, apply and create
graphics. Activities may involve seeking patterns in
graphs, categorizing items using graphic
organizers, using photos as evidence in an
argument, or building diagrams to represent
scientific processes. (p.6)
.

7. GRAPHIC LITERACY

8. GRAPHIC INQUIRY
 Graphic inquiry is a cyclical, recursive process of
investigation using visual information resources and
tools to question, explore, assimilate, infer, and
reflect.
 http://eduscapes.com/sessions/science/inquirylogo1.jpg

9. GRAPHIC LITERACY
 “As we think about graphic inquiry and life-long
learning, consider how we can provide experiences
in school that can be applied to life outside the
classroom…mature information scientists are
independent thinkers who use visual resources to
collect evidence and graphic tools to build effective
communications.” (p.17)

10. GRAPHIC LITERACY
 “As school, work, and play, graphics can play a role
throughout the inquiry process. As you think about
graphic literacy….consider the many ways that
educators can support visual learning.” (p.18)
 “Select a topic you‟d like to investigate, a problem
you need to solve, or a question that‟s been on your
“to do” list. Conduct your own graphic inquiry by
placing emphasis on the visual aspects of your
investigation. During your investigation, you may
read, comprehend, analyze, interpret, use, apply, d
esign, and create graphics.” (p.18)

11. TYPES OF GRAPHICS
 Charts and Graphs
 Diagrams
 Illustrations
 Maps
 Organizers
 Images
 Symbols

12. CHARTS AND
GRAPHS

13. TYPES OF CHARTS AND GRAPHS
 Activity/Time Chart – Relative events & activities to time
 Area Graph – Show trends & relationships
 Bar/Column Graph – Compare data points of distinct items
 Cosmograph – Uses images to show parts to wholes
 Line/Area Graph – Trace or compare changes over time
 Matrix/Table – Visualize data in rows & columns
 Number Line/Scale – A one-dimensional picture of a line
 Picture Chart/Pictograph – Images depict quantities
 Pie/Circle/Donut Chart – Depict how parts are related to
wholes
 Scatter Graph – Visualize patterns using data points
 Spider/Radar Chart – Show more data on three or more
variables
 Sparkline – Show trends and variations

14. CHARTS AND GRAPHS
 Charts usually give information in tabular format
using rows and columns.
 Graphs show how one variable quantity changes in
relation to another variable and may show trends

15. CHARTS AND GRAPHS
 Questioning & Exploring
 Think about how a chart might help you get started with
an inquiry. Use graphs to identify problems, arrange
background information, and organize ideas.
 Assimilating & Inferring
 Charts are powerful tools to display data, but it‟s
important to select the best type of visual for the job.
Table work well for data presented in rows and
columns, while pie charts work for showing parts of
wholes
 Reflecting & Sharing
 Charts can be used in presenting conclusions to others.
Online tools such as Create a Graph are useful in
creating simple chards and graphs

16. CHARTS AND
GRAPHS

17. DIAGRAMS

18. TYPES OF DIAGRAMS
 Architectural Drawing – Accurately represents an object
 Chain/Cycle – Depicts relationships among items
 Cross Section – Shows how an object would look like if it were
sliced
 Decision Tree – Shows options in decision-making
 Exploded View – Shows individual pieces of an object
 Family Tree – Show relationships in a family
 Floor Plan – Provides an overhead view of a location
 Flowchart – Shows processes and relationships
 Graphical Projection – Shows an imaginary 3-dimensional
object
 Schematic – Represents the elements of a system
 Structure Diagram – Shows the parts that make up the whole
 Timeline – Shows the progression of time

19. DIAGRAMS
 Diagrams often show the relationships among parts
and wholes such as the anatomy of the human
body or the operation of a machine
 A simplified visual representation of an object,
concept, or idea is often called a diagram
 The ability to show complex concepts using simple
lines and shapes is the key to effective diagrams

20. DIAGRAMS
 Questioning & Exploring
 Diagrams can jumpstart an inquiry by stimulating
questions, providing background information, and visualizing
problems or procedures.
 Assimilating & Inferring
 Diagrams are helpful in providing visual explanations and
information. Use diagrams as you look for insights, make
comparisons, and build connections between existing
knowledge and new information. Ask yourself: how does this
diagram help me better understand this object, system, or
procedure?
 Reflecting & Sharing
 Building a diagram is an excellent way to demonstrate
understanding and share this knowledge with others. In
addition, use diagrams as a way to reflect on learning and
generate new questions.

21. DIAGRAMS

22. ILLUSTRATIONS

23. TYPES OF ILLUSTRATIONS
 Cartoon
 Collage – Assemblage of varied forms into one visual
 Drafting/Technical Drawing – Communicate technical
information
 Drawing – Visuals created by marking a surface
 Graffiti – Images marked on property
 Information Graphic – Represents info, data, or
knowledge
 Poster
 Painting – Process that applies color to surface
 Printmaking – Impression created from a matrix
 Sequential Art – Series of images to convey a story
 Sketch – Quick drawing to record impressions
 Visualization – Communicates a visual message

24. ILLUSTRATIONS
 Drawings, paintings, sketches, and etchings are
examples of illustrations. These visual
representations are intended to communicate an
informational or artistic message
 Essential ideas sometimes become lost in text
heavy communications. Use illustrations along with
a few key words to produce memorable messages

25. ILLUSTRATIONS
 Questioning & Exploring
 Use illustrations you find in books, newspapers, and websites
to stimulate thinking and questions about a topic. When were
these visuals created? How do they reflect a particular time,
place, or situation? What questions do the images trigger?
 Assimilating & Inferring
 As you examine illustrations, create visual notes such as
sketches to remind you of what you‟ve seen and read.
Continue to enhance your graphic notes as you find new
information.
 Reflecting & Sharing
 As you think about what you‟ve learned, go back and revisit
illustrations you examined earlier in your investigation. What
new questions have emerged?

26. ILLUSTRATIONS

27. MAPS

28. TYPES OF MAPS
 Advertising Map – Selective features to Focus attention
 Cartogram – Map is distorted to convey information
 Cosmological Map – Represent cultural beliefs about world
 Military Map – Show events or battle plans
 Pictorial Map – Reflects a place, but may not be accurate or to
scale
 Projection Map – Flatten out the spherical earth; translate 3D to
2D
 Propaganda Map – Intend to influence a target audience
 Reference Map – Show human on environmental details
accurately
 Relief/Tactile Map – Relief maps show 3D; some are also tactile
 Star/Celestial Map – Show constellations; represents sky view
 Thematic Map – Portray a pattern of human or environmental
data
 Topographical Map – Show elevation as contour lines

29. MAPS
 A map provides a visual representation of an idea showing
relationships in space. When you hear the word „map‟ you
probably think of geography. Cartography is the practice of
creating maps on the Earth including road maps and treasure
maps…
 …however there are may different types of maps. A
knowledge domain map is used to visualize information
making it easier to understand and access
 Consider how maps can be used by students to draw
inferences
 Before using a map, try to determine who created the map
and why. Was it designed by a well-known cartographer or
respected historian? Was it created for advertising or
propaganda? Does it exaggerate data? Do the
symbols, lines, and colors contribute or distract from the map?

30. MAPS
 Questioning & Exploring
 Use maps to jumpstart inquiry. Maps ignite curiosity, generate
questions, visualize patterns of movement, and stimulate
brainstorming activities
 Assimilating & Inferring
 As you examine maps, think about ways to adapt and build
your own maps as a way to organize what you‟re learning.
Add notes, symbols, and color to help you record information.
 Reflecting & Sharing
 As you think about what you‟ve learned, consider new
questions. Think about the many types of maps that could be
used to convey data and information. Ask yourself: how could
maps show movement or changes over time?

31. MAPS

32. ORGANIZERS

33. TYPES OF ORGANIZERS
 Cause/Effect
 Classification
 Compare/Contrast
 Idea Pie
 KWL
 Persuasion Map
 PMI (Edward deBono)
 Story Web
 Topicing
 Venn Diagram
 Webbing
 What if?

34. ORGANIZERS
 Organizers can be complex or simples
 Organizers are effective for showing relationships
among data, connections like cause and
effect, chronologies of events, and comparisons
such as the pros and cons of alternative solutions
 Organizers can take many forms. However the key
is selecting the most effective method of structuring
the data. Ask yourself: What information needs to
be organized? How can visuals convey this
structure?

35. ORGANIZERS
 Questioning & Exploring
 Consider how graphic organizers can be used to help
you visualize concepts and explore „big ideas.‟ Use
organizers to visualize topics and subtopics.
 Assimilating & Inferring
 Organizers can provide scaffolding for learning new
concepts and assist you in visualizing the relationships
among the data and information. Ask yourself: what‟s
the best way to organize these ideas? How can a visual
help me understand?
 Reflecting & Sharing
 Think about how to apply the things you‟ve learned to
new situations inside and outside the school setting.
Use organizers in real-world settings.

36. IMAGES

37. TYPES OF IMAGES
 Aerial Photography – Images taken from the air of the ground
 Astrophotography – Images taken of astronomical images
 Digiscoping – Obtaining photos through a spotting scope or
telescope
 Multi-spectrum Imaging – Light captured beyond the visible light
range
 Macro Photography – A close-up that shows actual size
 Microscopy Imaging – Using a camera on a microscope
 Panoramic Photography – Images with a wide field of vision
 Radar Imaging – Images produced by radar detection
 Remote Sensing – Visual data from aircraft or satellite
 Ultrasonography – Visualize muscles and internal organs
 X-Ray Imaging – A radiographic image is created to show
structure
 Time-lapse Photography – A series of photos take over time

38. IMAGES
 Many devices can be used to capture an image, for
example a camera for photography
 Photographs are useful in reflecting real
people, places, and things. They capture the
moment in time, show a sequence of activities, and
provide different perspectives on an event
 By providing images of changes over time, people
can start a dialog about issues such as water
use, natural disaster preparation, urban
development, and climate change.
 Different views can facilitate learning for example
straight on view, cross-section view, top down
view…

39. IMAGES
 Questioning & Exploring
 Images jumpstart inquiry by prompting questions and
stimulating comparisons. Photographs serve as useful
evidence
 Assimilating & Inferring
 Images serve as useful evidence in problem-solving and
decision-making, however it‟s important that images are
carefully analyzed and evaluated. Ask yourself: what‟s the
perspective of the photograph? Why was the photo taken?
Are different views available that can be compared?
 Reflecting & Sharing
 Images are helpful in sharing ideas and communicating
conclusions. Photos taken during the inquiry process can be
useful to review progress and justify decisions. Scrapbooks of
images are helpful in sharing understandings.

40. IMAGES

41. SYMBOLS

42. TYPES OF SYMBOLS
 Avatar – Representations of self for virtual environment
 Emoticon – Graphic used to convey emotional content
 Glyph – Graphic used in written language
 Ideogram/Ideograph – Picture that represents an idea
 Insignia – Visual representing status or jurisdiction
 Logo – Graphic forming a trademark or brand
 Logogram – Uses a visual to represent words
 Map Symbol – Graphic used on a map to represent a location
 Musical Notation – Graphics are used to visualize music
 Network Symbol – Graphic used in networking
 Pictogram/Pictograph – Image that resembles what it signifies
 Scientific/Math Symbols – Graphic used to represent a
concept

43. SYMBOLS
 Semiotics is the science of signs and symbols. Symbols
are visuals used to represent ideas, concepts, or other
abstractions. They can serve as a common language for
giving directions or warnings and are often used to
represent groups or causes such as pink ribbon for
breast cancer research
 From culture to culture, symbols and colors may be
interpreted differently. A leaf may represent nature to
some, but to Canadians it‟s a national symbol.
 Many of the most common symbols are part of the
ISOTYPE – International System of Typographic Picture
Education developed by Otto Neurath. A standard set of
pictograms are also defined by the international
standard ISO 7001. These Public Information Symbols
provide a standard so that food handling and chemical
hazards are always labeled in the same manner.

44. SYMBOLS
 Questioning & Exploring
 Symbols are useful springboards for inquiry. They can
stimulate questions and provide a focus for exploration. They
may also be used to organize information and express ideas
 Assimilating & Inferring
 Symbols are powerful tools for communication, however it‟s
important to have a clear understanding of their meaning. Ask
yourself: what‟s the origin of this symbol? What‟s the meaning
and how has it been used? How is the symbol like and unlike
other symbols?
 Reflecting & Sharing
 From scientific notation to map production, symbols are often
used to provide communications and share conclusions.
Think about the many types of symbols that can be used to
share understandings.

45. SYMBOLS

46. EXAMPLES
 http://4.bp.blogspot.com/_1DJYJashoT0/TTdXjiYCgKI/AAAAAAAAEtw/vyLMb_XaBKw/s1600/snail.jpg (snail
photo)
 http://upload.wikimedia.org/wikipedia/commons/thumb/4/4e/Snail_diagram-en_edit1.svg/660px-Snail_diagram-
en_edit1.svg.png (snail diagram)

52. NOTES
 Book Citation:
 Lamb, Annette C., and Daniel Callison. Graphic inquiry.
Santa Barbara, Calif.: Libraries Unlimited, 2012. Print.