Graphic Design For Researchers - ERIC
Graphic Design“ goodGraphic Design for Researchersdesigncan make the nonsensical beautiful. But moreimportantly, it can helpmake what seems to benonsense (the languageof mortgage documents,the information hierarchyof health benefit explanations) clear.”Allison Arieff, “Designs onPolicy,” The New York Times,Opinionator blog.INTRODUCTIONThe cliché is true—a picture really is worth a thousand words. In today’s world,graphic design plays a large role in shaping how most people understand and useinformation. This principle applies to researchers, as well.WHY THIS GUIDE?Technology continues to radically change how we create and consume information.Today, news, reports, and other material are often delivered quickly through pictures,CHNGISDERESREAcolors, or other eye-catching visual elements. Words still matter, but they may betweeted, viewed on a smartphone, or placed in a call-out box in a report. The designof these items can greatly affect whether your reader notices, reads, or understandsthe words that you write.This guide offers a basic overview on how researchers can effectively use designto create engaging and visually appealing Regional Educational Laboratory (REL)products. It will cover some key concepts behind good design and discuss how touse basic elements like photographs, images, color, tables, figures, and type to createuseful publications and digital products. The guide also touches on how researcherscan use data visualization to make complex concepts accessible.
KEY CONCEPTSEffective graphic design rests on three key principles: a good foundation, simplicity,and choosing the correct format. Build a visual foundation. Well-executed, thoughtful design should support,enhance, and clarify meaning. Like clear writing, good design serves as a pathwayto guide busy readers to the ideas and information that you want to impart. Keep it simple, elegant, readable. Successful design rests on simplicity,restraint, and order. It should contribute to rather than distract from the story you’retrying to tell. Like searching for a set of keys on a messy table, readers faced withtoo many design elements can miss important concepts in the visual clutter. Form follows function. We live in a dynamic world of information deliveryacross multiple platforms, devices, and formats, each with its own visual aesthetic,technical requirements, and user expectations. When you are creating a product, it’simportant to consider how it will look—not just in print or on the Web, but also ontablets and smartphones, where users are increasingly accessing information.Institute of Education Sciences U.S. Department of Education2
BASIC ELEMENTS OF GRAPHIC DESIGNTypographyDo’s and Don’tsDo consider using a classicserif font likeTimes New Romanfor print.In the same way that proper building materials create a solid dwelling, the following basic elements, when effectively combined, can create a successful, engaginglydesigned product.Mind your p’s and q’s. How your text looks can enhance what you’ve written.In fact, the actual fonts or typeface used can either aid or distract the reader. If yourfont choice isn’t dictated by a style guide, aim for a clean, polished, readable fontsuited to the format you’ll be using. For example, for more formal publications, it’scommon to choose a serif font, or a font with “tails” on the ends of the characters(p’sand q’s). For Web-based content, most designers choose a sans serif font,which is easier to read on screen (p’sand q’s). Also, to give the reader’s eye aDo try a sans serif font likerest, vary font choices and styles in headings and subheadings. Keep text treat-Arialments, such as bold, italics, or underlining, simple and consistent. Text treatmentsfor headings and web pages.Do keep choices consistent.can enhance meaning, but they can also overwhelm readers.Don’t use styled fonts likeUse color to make a splash or mute a statement. Used wisely, colorTekton Pro.can highlight important concepts, but observe the following key principles to keep yourDon’t overuse bold, italics,or underlining.products visually appealing and focused on meaning and message.Don’t use pastel or lightcolors for text. Consider choosing colors from an existing palette, such as anorganization’s logo or a branded event like a conference. Choose colors that are easy to read. Steer clear of pastel or lighttext choices. Be consistent. Keep your chosen color palette consistent throughout all designelements in the document. Also, when using charts, graphs, or figures, don’t useblue in one chart and green in another to represent the same data point. Use similar color tones.Institute of Education Sciences U.S. Department of Education3
When choosing color combinations, consider limitationscaused by red-green color blindness. For more help, download this -cca. Remember that your end user may print in black and white.To that end, choose colors that will print with good black and white contrast.Data visualization. Visualization presents data, stories, or information in a visually compelling way. Tables, figures, charts, line drawings, animations, cartoons, andother visual elements can all be used to create time-lapse or interactive images, maps,infographics, or other visual products. Data visualization creatively combines itemsinto a cohesive narrative and simply, effectively, and instantly depicts relationships,makes comparisons, illustrates concepts related to time, and describes quantity oreffects. In creating data visualization projects, work with a trained designer to bringInfographic on Large Scale Evaluation of School Improvement Grant(SIG) and Race to the Top (RTT) ProgramsOperational authorityGraphic tells a story.Schools implementingSIG intervention modelClip art usedconsistently.55%vs.54%Schools not implementingSIG intervention modelProfessional developmentrequirements:Text and data pointscontextualize, compare, and describequantities and effects.Color choices arecompatible and withinthe same family.Budget:53%vs.39%Length of school day:19%21 statesanalyzedstudent data20 statesconductedsite visitsvs.12%16 statesengagedparents or community12 statessurveyedschool staffüSource: ducation/SIG Turnaround fact sheet jan 14.pdfInstitute of Education Sciences U.S. Department of Education4
your ideas to life. However, no matter what direction or format your data visualization“Graphics revealdata. Indeed graphicscan be more preciseand revealing thantakes, it should achieve the following goals: Tell a story. Use data and graphics to create a cohesive narrative.conventional statistical Provide clarity. Refine and edit elements, don’t decorate or distract.computations.” Give meaning. Use elements to illustrate concepts, themes, and findings.Edward Tufte Place information in context. Show relationships, patterns, and comparisons, such as how big, how small, how long?Do’s and don’ts of illustrations and clip art. Free clip art, line drawings,and illustrations are common features of many software programs. But clip art andillustrations should always add value. If you decide to use free clip art in aAdditionalResourcesNCES Data onStudentdocument,be FinanciaAidLearn more about avesure that the pieces you choose are visually and thematically linked. For example, don’tEblast for College Bound with the What Works Clearinghouse Web Pagescost and financial aidpackages for students2011/2012.College Bound with the What Works ClearinghouseClip art usedconsistently.Color choice basedon existing WWCgreen palette.Font choiceconsistent withWWC site.As college application deadlines loom, WWC practice guides and singlestudy reviews offer practical tips to help students access college andremain enrolled. CollegeCents and SensibilityCheck out these strategies for improving financial literacy andexpectations for college attendance.Pomp and CircumstanceUse this checklist to help students prepare for, identify, and applyto colleges and universities that are the best fit.Images contributeto text narrative.From Admission to GraduationMore resources to prepare students for college and connect themwith postsecondary supports to stay enrolled.Headings arebolded and green,and hyperlinksare also green.Staying On TrackLooking for ways to support students at risk of dropping out of highschool? This WWC practice guide provides useful recommendations.Source: http://ies.ed.gov/ncee/wwc/news.aspx?sid 03Institute of Education Sciences U.S. Department of Education5
combine a detailed, full color, image of a student and a heavy, line-drawn, black andwhite icon of a teacher on the same page. Make your choices consistent in appearance. Also be certain that the images are clear, are easy to understand and identify,ProfessionalPhotographyand provide context.Focus on photography. Excellent photography can transform a dull reportinto a dynamic document that readers can’t resist. But unless you have access to aprofessional photographer with high-quality equipment like lighting and backdrops,use photography sparingly. Avoid using snapshots taken with cell phones—even withtoday’s high quality mobile devices. If you must use a digital image taken in-house, besure that the resolution is set for 300 dpi, and that the image has been at least moderately prepared for production (cropped, edited, and so on) in a professional graphicdesign program such as Adobe Photoshop (not the image software that comes withSubject is well lit, colors aremost software packages or devices). When photographing subjects, be sure that theybelievable, image is croppedhave signed a release form that allows their image to be used for publication or publicto highlight center of interest.use. Contact your legal department for a standard release form or visit the AmericanSociety of Media Photographers website for more examples. Consider purchasingprofessional images available on the Web through stock suppliers. As of this writing,IES subscribes to a photo service. Check with your program officer to learn moreabout how to use this service to obtain photos for a REL report. Remember, chancesare if you found a photo on the Internet, it is copyrighted content and illegal to use.Subjects are not well defined,Relationships matter. Once you’ve chosen your visual elements, take a look atcolors are dim, center ofyour selections. When combined, do all the elements complement one another? Dointerest is undefined or wascropped off.they create a unified look and feel? If they do, is this the visual “brand” or way thatyou would like your product to be identified? For example, if it’s an e-newsletter, is itshort and succinct? Is it created with typefaces, colors, and visual elements that drawthe reader in and effectively communicate in a compact space on multiple platforms?Institute of Education Sciences U.S. Department of Education6
If it’s a PDF report, do the elements combine into a professional look that reflects thecontent and subject matter appropriately?COMPOSITIONIf you’re satisfied with your choices, it’s time to organize them in a layout. When youare designing, certain composition rules usually apply. For example, the rule of thirdssuggests laying out a product by imagining that the page is divided into a three-partgrid so that the eye envisions horizontal and vertical areas for organizing visual elements. When viewing Web content, the eye typically travels in an F shape, beginningon the left hand side of the page. Therefore, in designing for the Web, aim to haverelevant information located in this pattern.On Web pages,eye-tracking studiesshow that usersskim content in an “F”shape across the page.Source: http://ies.ed.gov/ncee/wwc/Institute of Education Sciences U.S. Department of Education7
The final word on white space. Musicians Claude Debussy and Theolonius Monk famously described the value of the silence between the notes in music.1231The same holds true in visual design. White space on a page serves as a visual rest.Without it, the brain suffers from information overload. For this reason, don’t use every23available inch of your layout.LAYOUT AND PRODUCTIONAt this point, you may be tempted to lay out and design your document in MicrosoftWord or perhaps Microsoft Publisher. But these software packages have limitations.If you have a knack for visual design, consider investing in what many consider theindustry standard of professional design software, the Adobe Design and Web Premium Suite. Training and coursework in using these products is also recommended.However, when creating a new design or template, a high stakes publication, a datavisualization piece, or high-volume work, consider hiring a trained, certified graphicdesigner on staff or a freelance expert.Using “the rule of thirds,”divide your page into gridsto organize visual elements.CONCLUSIONProfessionally executed design can transform dense, inaccessible research intoprovocative and useful publications and digital products. The field of graphic designincludes many details and techniques that go beyond the purpose and intent of thisguide. But by adhering to the key concepts outlined: (1) a strong visual foundation thatsupports textual meaning; (2) simplicity, restraint and order; (3) and a format compatible across multiple devices, your research has the power to resonate with and engageaudiences with varied levels of expertise. The final pages of this guide offer examplesthat illustrate creative use of the basic concepts, elements, and principles that we’vediscussed. We’ve also included a list of design resources and references.Institute of Education Sciences U.S. Department of Education8
EXHIBIT AData Visualization in ActionConsistent use ofclip art.EducationThe Talent Transfer Initiative (TTI)TTI was developed to determine whether a monetary incentive can attract high-performing teachers to lowperforming schools, what impact such teachers would have on their students’ test scores, and whether theteachers would stay when the incentive payments ended. Mathematica’s evaluation showed that studentachievement in elementary school math and reading increased by 10 to 25 percent of a standard deviationin classrooms taught by TTI teachers and that 60 percent of TTI teachers remained beyond the two-yearincentive period. Researchers estimate that TTI could save more than 13,000 per grade level per schoolcompared with the investment in class-size reduction needed to achieve similar gains in elementary schooltest scores. Cost savings would be lower if middle school results are taken into account, but higher if weconsider the possibility of long-term impacts. Rule of thirds.25Colors allude tomonetary incentive.Produced for: U.S. Department of Education,Institute of Education SciencesRead More: Press Release, Fact Sheet, Full Report,Research Recap VideoStandard Deviations.22.18.10Math ReadingYear 1(All districts)Math ReadingYear 2(Cohort 1 districts)Most TTI teachersstayed at their schoolsPercent of Teachers RetainedFocal teachers’ impact on testscores in elementary schoolsTTI GroupCost savings from TTIper grade, per school93% 13,15460%non-TTI Group70% 7,44551%ProgramYear 1ProgramYear 2PostProgramBonus Payment PeriodAllElementarySchools3Slide 4 of Teacher Transfer Initiative from Research in PDFs/2013-Research-Review.pdfIn this slide, the authors visually represent the concepts of whether a monetaryincentive would attract high-performing teachers to low-performing schools, whatimpact such teachers would have on their students’ test scores, and whether theteachers would stay when the incentive payments ended. The main image is dividedinto three sections. Using “the rule of thirds,” the visual elements are organized in aformat that the reader can follow easily. The contrasting greens and shades of grayalso subtly reference the monetary incentive, a key aspect of the study. Finally, clipart is used to convey movement of teachers from high to low-performing schools.Institute of Education Sciences U.S. Department of Education9
EXHIBIT BExample of an Issue BriefSummaryU.S. Department of EducationMarch 2014Participation andpass rates for collegepreparatory transitioncourses in KentuckyEffective use of color.Christine MokherCNAKey findingsThis study of Kentucky students who take collegepreparatory transition courses (voluntary courses in mathand reading available to grade 12 students who test belowstate benchmarks on the ACT in grade 11) finds that: Statewide, the percentage of students in the approachingbenchmarks category (the category recommended fortransition courses) is higher in math (37.5 percent) than inreading (20.5 percent). Statewide participation in transition courses for studentsFor dark backgrounds,try adding “knockout”design elementsor text.in the approaching benchmarks category is 28.1 percentin math and 8.0 percent in reading. Statewide pass rates for students in the approachingbenchmarks category who take transition courses are94.7 percent for math and 96.1 percent for reading.At CNASource: df/REL 2014009 sum.pdfThis issue brief could be designed using the graphic design functionality available in Microsoft Word. It features good use of white space, a readable sans serif font, and consistent,visually appealing headers. Subtle color shading and simple yet elegant graphics effectively add visual interest to the text without distracting the reader. Using a technique knownas a “knockout,” text and design elements are reversed to white on the blue background.Institute of Education Sciences U.S. Department of Education10
EXHIBIT CExample of an Issue Brief with Additional Design ElementsU.S. Department of EducationApril 2014Alternative student growthmeasures for teacherevaluation: Profiles ofearly‑adopting districtsBrian GillBrittany EnglishJoshua FurgesonMoira McCulloughMathematica Policy ResearchAt ICF InternationalSource: pdf/REL 2014016.pdfSimilar to the previous example, this issue brief could be designed in Microsoft Word.In addition to the features outlined in Exhibit B, this cover adds visually engaging andcolorful clip art elements. The clip art is similar in style, thematically consistent withthe subject matter of the brief, and eye catching to potential readers.Institute of Education Sciences U.S. Department of Education11
EXHIBIT DExample of a Publication Using Advanced Graphic Design SoftwareEDUCATOR’S PRACTICE GUIDEWHAT WORKS CLEARINGHOUSE Teaching Academic Content andLiteracy to English Learners inElementary and Middle SchoolNCEE 2014-4012U.S. DEPARTMENT OF EDUCATIONSource: http://ies.ed.gov/ncee/wwc/pdf/practice guides/english learners pg 040114.pdfA professional graphic designer using a publishing software package—in this case, theAdobe Design and Web Premium Suite—created this practice guide for the What WorksClearinghouse. The stylized cover features high quality photography and other designelements professionally executed. It exemplifies both the opportunities and the necessity of enlisting professional tools and experts in designing high profile documents.Institute of Education Sciences U.S. Department of Education12
EXHIBIT EProfessional Illustrations with ImpactEffective thematicuse of color.Photo professionallyproduced.Consistent use ofclip art.Good use of d 01This website content page for the What Works Clearinghouse uses line drawing clip artand bright, cheerful colors in a clean, consistent way that topically corresponds to thesubject matter—presenting back-to-school information for teachers of young children.The photograph, a professional head shot, has been produced in Photoshop to visuallyintegrate with the rest of the content. For example, the books in the backgrou
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FUNCTIONAL AREA 1 APPLIED GRAPHIC DESIGN COMPETENCY LEVEL UNIT 1 Graphic Design Workflow TLO 7 APPLY graphic design workflow P ELO 7.1 Identify steps of the graphic design workflow ELO 7.2 Ideate elements for graphic design products ELO 7.3 Produce a design brief ELO 7.4 Present a design brief Unit 1 Hours: 3 UNIT 2 Digital Drawing
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