インフォグラフィックスを用いた課題の開発と実践 : 授業内容の理解と情報リテラシーの習得の統合的な達成を目指して

情報を探索・評価・活用・発信する能力である情報リテラシーは，大学においては各授業科目を通じて育成される必要がある．そのためには，授業内容の理解と情報リテラシーを同時に身につけられる学習活動が求められる．加えて，現在では影響力が増している画像情報の適切な扱い方についても習得する必要がある．このような授業内容の理解と画像を含めた情報を扱う能力の習得を同時に達成できる学習活動として，インフォグラフィックスの作成が挙げられる．そこで，本研究では授業内容に関する理解および情報リテラシーの習得を統合的に達成することを目的に，「対話型論証モデル」にもとづいた「アイデア出しワークシート」を用いてインフォグラフィックスを作成する課題を開発し，授業での実践を行った．
この課題について，ルーブリックによる成果物の評価と学生の自由記述による振り返りを分析し学習成果の検証を行った．その結果，学生は，授業内容や情報リテラシーの一部の側面について，事実的な知識や個別的スキルの理解や習得にとどまっていた．以上の結果から課題の改善の必要性を示すと同時に，インフォグラフィックスを用いた課題の可能性について論じた．

In this study, information literacy is defined as the ability to search, evaluate, utilize, and disseminate information effectively. In university education, information literacy should be developed in a specific discipline in each class with specific subject content. This is because information literacy is more effectively acquired through the experience of using information in specific contexts, for example, searching and evaluating information which relates to the subject content, or processing, using, and expressing the content in course assignments. Therefore, learning activities in class should enable students to acquire both an understanding of course content and information literacy simultaneously. Recently, image information has become more influential and it is necessary for students to learn how to properly handle this information. One such activity that is designed to acquire both the understanding of course content and information literacy including images simultaneously is the creation of infographics by students. The infographic creation process should use theme-specific information effectively and contain all aspects of information literacy defined above. With this background, this study developed and practiced assignments to create infographics in a consumer education university class, with the aim of integrating the achievement of course content understanding and acquisition of information literacy. In addition, to facilitate the infographics creation process, we developed an “idea-generation worksheet” based on the “dialogical arguments model” and included it in the assignment.
We examined the learning outcomes of this assignment by analyzing the evaluation of products using a four-level assessment rubric and the studentsʼ reflections on the assignment through open-ended writing questions. As a result of the rubric assessment, most students were at the lower level of criteria (understanding content, information searching, information evaluation, information using, and information dissemination). In the coding and analyses of the studentsʼ reflections, it was revealed that their information literacy was limited to understanding factual knowledge of course content, and acquiring specific skills (e.g. internet searching, operating computer applications). Despite these results, students indicated that they organize their self-generated ideas and put them into clear words in order to clarify what themes and content should be included in the infographics they would create. From the above results, we concluded that the assignment needs to be improved to facilitate deeper engagement with the subject content and information among the students. However, we found that the assignments using the creation of infographics may facilitate students clarify their ideas or thoughts through idea-gathering and verbalization.