University of Illinois Urbana-Champaign

Drawing information in the classroom: the Brazilian participation in the data collection of the international iSquare project

Serafim, Lucas Almeida; Oliveira, Adriana Carla Silva; Hartel, Jenna; Freire, Gustavo Henrique de Araújo; Dias, Guilherme Ataíde

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https://hdl.handle.net/2142/89403

Description

Title
Drawing information in the classroom: the Brazilian participation in the data collection of the international iSquare project
Author(s)
Serafim, Lucas Almeida; Oliveira, Adriana Carla Silva; Hartel, Jenna; Freire, Gustavo Henrique de Araújo; Dias, Guilherme Ataíde
Issue Date
2016-03-15
Keyword(s)
  • Information
  • iSquare
  • Visual Research
  • Draw-and-Write Technique
  • Qualitative Research.
Abstract
This poster presents the perspective of Brazilian scholars from the Federal University of Paraíba as they participated in the data collection phase of the collaborative, international iSquare research project, based at the University of Toronto, Canada. It discusses the origins and theoretical fundamentals of the study in which scholars from twelve countries investigated graduate students´ visual conceptions of information, using the draw-and-write technique. The poster enacts a methodological innovation, since arts-informed, visual methods are rare in Information Science. The team from Brazil discovered sociocultural factors that influence students´ visual conceptions about information, and these can be compared to other iSquares from around the world. The poster justifies the iSquare approach as an investigative and pedagogical method, providing students and educators with a multimedia, playful, and spacious means to engage the concept of information in the classroom. As an example of arts-informed, visual research the poster includes many striking examples of the original data set drawn by participants.
Publisher
iSchools
Series/Report Name or Number
IConference 2016 Proceedings
Type of Resource
text
Language
eng
Permalink
http://hdl.handle.net/2142/89403
DOI
https://doi.org/10.9776/16483
Copyright and License Information
Copyright 2016 is held by the authors. Copyright permissions, when appropriate, must be obtained directly from the authors.

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