Research & Publications

/Research & Publications
Research & Publications2019-11-20T12:48:44-06:00

Our research takes a design-based approach, meaning that we seek to contribute simultaneously to theory and practice. The focus of the research is to understand how to design learning environments that foster young adults’ science literacy and engagement through authentic science news reporting with infographics. We aim to produce publications and presentations that are relevant to both teachers and researchers.

In the first phase of our research (2012-14), our research question was, “How can the collaborative critique and construction of infographics be organized to foster high school students’ science literacy?” In order to address this question we focused on both the process and product aspects of participants’ engagement.

In SLI, our research questions are:

  • What are the critical aspects of a sociotechnical system for engaging teens in data journalism using infographics that lead to appropriation of science and mathematical literacy? In other words, what technical capabilities must be in place, and what social structures must exist for effective use of tools to take place?
  • How can data journalism with infographics be effectively implemented in diverse learning environments, taking into account contextual factors?

Publications

SLI Publications

2018

  • Gebre, E. (2018). Learning with multiple representations: Infographics as cognitive tools for authentic learning in science literacy. Canadian Journal of Learning and Technology, 44(1), 1-24
  • Gebre, E. H. (2018). Young adults understanding and use of data: Insights for fostering secondary school students’ data literacy. Canadian Journal of Science, Mathematics and Technology Education, 18(4), 330-341.
  • Sommer, S., & Polman, J. L. (2018). From quantified self to building a more fit community: Data tracking and science infographics as boundary objects. In J. Kay & Luckin, R. (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS), Volume 2 (pp. 1001-1004). London: International Society of the Learning Sciences.
  • Weidler-Lewis, J., Lamb, R., & Polman, J.L. (2018). Creative visual representation: Using science infographics to jump-start creativity in the classroom. The Science Teacher, 86(2), 41-47.

2017

2016

2015

2014

Conference Presentations

2019

  • Gebre, E. & Bailie, A. (2019). Learning with multiple representations and student engagement in secondary education: A preliminary review of literature. Poster presented at the 2019 Conference of Computer Supported Collaborative Learning (CSCL). Lyon, France: International Society of the Learning Sciences
  • Gebre E.& Morales, E. (2019). How “accessible” is open data? Context and support for using open data in schools. Paper presented at the Annual Conference of the American Educational Research Association (AERA), Toronto: ON.
  • Graville, C., & Polman, J. L. (2019). Research as learning from youth: Leveraging collaborative digital tools to position youth as experts on themselves. Poster presented at the 2019 Computer-Supported Collaborative Learning Conference. Lyon, France: International Society of the Learning Sciences.

2018

  • Gebre, E. (2018). Young Adults’ Understanding of data: Fostering data literacy through context-oriented design of learning environments. Paper presented at the 20189 Annual Conference of the American Educational Research Association (AERA), New York, NY.
  • Gebre, E. (2018). Young adults’ understanding and use of data: Insights for learning design and data literacy curriculum. Paper presented at the 2018 Annual Hawaii International Conference in Education (HICE), Honolulu, HI.
  • Gebre, E., Morales, E. & Martelli, D. (2018). Data literacy in social studies education. Workshop presented at the Annual Conference of British Columbia Social Studies Teachers’ Association (BCSSTA), Vancouver, BC.
  • Morales, E. & Gebre, E. (2018). Open data as educational resource: Reconsidering data literacy initiatives in secondary schools. Paper presented at Learning Together conference, Simon Fraser University, Surrey, BC

2017

  • Gebre, E. H. (2017, May). Learning with multiple representations: Framing infographics as cognitive tools for authentic learning in science literacy. Paper presented at at the annual conference of the American Educational Research Association (AERA), San Antonio, TX.
  • Lamb, R. (2017). Using Infographics to increase science literacy. Workshop presented at the 2017 Annual Meeting of the National Science Teachers Association, Los Angeles, CA.
  • Polman, J. L. (2017). Making as connecting personal and communal (In “Community Development & Making” Panel). FabLearn 2017. Stanford, CA.
  • Polman, J. L., Weidler-Lewis, J., Sommer, S., Shade, C., Rubin, A., & Gebre, E. (2017, June). Representations all the way down: How infographic symbol systems traverse the levels of a distributed activity system for learning. Poster presented at the Jean Piaget Society. San Francisco, CA.
  • Rubin, A. (2017).  The SLI Project: Lessons for Data Science Curriculum Development.  Workshop on Perspectives for Data Science Education at School Level.  Paderborn, Germany.
  • Sommer, S. (2017, May). Collaborative Professional Development through Role Changing in a Socio-Technical Space. Poster presented at the annual conference of the American Educational Research Association (AERA), San Antonio, TX.
  • Weidler-Lewis, J. (2017, November). Learning near and far from home: Understanding community at a residential school. Paper presented at the annual conference of the American Anthropological Association (AAA), Washington, DC.
  • Weidler-Lewis, J. & Hinojosa, L. (2017, May). Co-designing Adaptive Curriculum: Lessons from Implementing Infographics in Diverse Contexts. Paper presented at the annual conference of the American Educational Research Association (AERA), San Antonio, TX.
  • Weidler-Lewis, J., & Polman, J. L. (2017, April). Enhancing Scientific Argumentation through Infographic Authoring. Paper presented at the NARST Annual Meeting, San Antonio, TX.
  • Weidler-Lewis, J. & Polman, J.L. (2017, June). Learning with and through infographics. Paper presented at the Jean Piaget Society Annual Meeting, San Francisco, CA.

2016

  • Gebre, E. & Polman, J. L. (2016). Socializing science: The nature and role of context in developing young adults’ science literacy. American Educational Researchers Association (AERA).
  • Hinojosa, L., & Polman, J. (2016). The Design and Structure of Activities for Infographics Authoring in a Secondary Science Literacy Curriculum. American Educational Researchers Association (AERA). Washington, DC.
  • Polman, J. L., Gebre, E., Rubin, A., Hinojosa, L., Sommer, S., and Graville, C. (2016). Organizing data journalism activity in school and community learning environments to contextualize science in life. In Yip, J., Connecting Learners to Place, Space, and Personal Experience with Technology and New Media. Symposium conducted at the 2016 Annual Meeting of the American Educational Research Association. Washington, DC.

2015

  • Gebre, E., & Polman, J. L. (2015, April). Characterizing student-generated inscriptional forms in the context of science news infographics authoring. Paper to be presented at the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL.
  • Polman, J. L., Whitacre, M., Kohnen, A., Davidson, R., & Gebre, E. (2015, April). Adapting a nascent science and data journalism model to diverse educational contexts over time. In I. Tabak & Kyza, E., Prospects and Challenges in Teacher Curricular Adaptation Across Disciplines. Symposium to be conducted at the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL.
  • Lamb, R., & Polman, J. L., (2015, March). Beyond traditional graphing: Student-created infographics to visualize STEM data and ideas. Workshop presented at the 2015 Annual Meeting of the National Science Teachers Association, Chicago, IL.
  • Polman, J. L., Lamb, R., Gebre, E., & Newman, A. (2015, March). Organizing effective feedback processes for students learning with infographics. Workshop presented at the 2015 Annual Meeting of the National Science Teachers Association, Chicago, IL.

2014

  • Polman, J. L. (2014, June). Citizen science journalism. 2014 Cyberlearning Summit, Madison, WI.
  • Graville-Smith, C. (2014, May). “Why Should I Care?” Contextualizing science and math in everyday life through new media and data journalism. 9th Annual Conference on Learning Differences and Innovation Summit. American Community School, Athens, Greece.
  • Graville-Smith, C. (2014, May). Telling a Story with Data and Visuals: Critiquing and Creating Infographics in the Classroom. 9th Annual Conference on Learning Differences and Innovation Summit. American Community School, Athens, Greece.
  • Gebre, E., and Polman, J. L. (2014, April). Collaborative infographics for developing young adults’ meta-representational competence. Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.
  • Lamb R., Newman, A., Graville Smith, C., & Polman, J. L. (2014, April). Telling a Story with Data and Visuals: Critiquing and Creating Infographics in the Classroom. National Science Teachers Association Annual Meeting 2014. Boston, MA.
  • Polman, J. L., Graville Smith, C., and Gebre, E. (2014, April). Contextualizing science in life through the design and circulation of news infographics. In E. Gebre, Distributing, Learning, and Making STEM Arguments in Public Media. Symposium conducted at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.
  • Gebre, E., and Polman, J. L., (2014, March). Aspects of quality science infographics: Experts’ perspective. Paper presented at the NARST Annual Meeting, Pittsburgh, PA.
  • Polman, J. L., Gebre, E., and Graville Smith, C. (2014, March). Contextualizing science in life through science news infographic design and publication. Paper presented at the NARST Annual Meeting, Pittsburgh, PA.

Science Literacy through Science Journalism Project Publications (2008-2013)

2014

2013

  • Kirshner, B., and Polman, J. L. (2013). Adaptation by design: A context-sensitive, dialogic approach to interventions. In Fishman, B., Penuel, W. R., Allen, A., & Cheng, B. H. (Eds.). Design-based implementation research: Theories, methods, and exemplars. National Society for the Study of Education Yearbook, Volume 112, Issue 2 (pp. 215-236). New York: Teachers College Press.
  • Kohnen, A. M. (2013). The authenticity spectrum: The case of a science journalism writing project. English Journal, 102(5), 28-34.
  • Kohnen, A. M. (2013). Content-area teachers as teachers of writing. Teaching/Writing: The Journal of Writing Teacher Education, 2(1), 29-33.
  • Kohnen, A. M. (2013). ‘I wouldn’t have said it that way’: Mediating professional editorial comments in a secondary science classroom. Linguistics and Education, 24(2), 75-85.
  • Kohnen, A. M. (2013). Informational writing in high school science: The importance of genre, apprenticeship, and publication. Journal of Adolescent and Adult Literacy, 57(3).

2012

  • Kohnen, A. M. (2012). Teachers as editors, editors as teachers. In C. Bazerman, C. Dean, J. Early, K. Lunsford, S. Null, P. Rogers, & A. Stansell (Eds.), International advances in writing research: Cultures, places, measures (pp. 303-317). Fort Collins, CO: The WAC Clearinghouse.
  • Polman, J. L., Newman, A., Farrar, C., and Saul, E. W. (2012). Science journalism: Students learn lifelong science literacy skills by reporting the news. The Science Teacher (January), 44-47.
  • Saul, W., Kohnen, A.; Newman, A.; Pearce, L. (2012) Front page science: Engaging teens in science literacy  Arlington, VA: NSTA Press.

2010

  • Polman, J. L., Saul, E. W., Newman, A., Farrar, C., Singer, N., Turley, E, Pearce, L., Hope, J., McCarty, G., and Graville, C. (2010). A cognitive apprenticeship for science literacy based on journalism. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) – Volume 2, Short Papers, Symposia, and Selected Abstracts, pp. 61-69. International Society of the Learning Sciences: Chicago IL.

This material is based upon work supported by the National Science Foundation under Grant Nos. IIS-1217052, IIS-1441561, IIS-1441471, IIS-1441481, & DRL-0822354

The SLI website is designed by Ada Ren.