TY - JOUR
AU - Van Kornegay,
AB - How Teaching Informs Research in Graphics Field Experience VAN KORNEGAY Content analyses have documented preferences. Younger readers were more a general increase in the use and variety of comfortable with graphics, but older read- graphic devices and three-dimensional ers relied more heavily on text and head- lines. Another study has shown that in- graphs in newspapers.’ Approximately 90 formational graphics with elaborate illus- percent of the editors who responded to a trations might be appealing to readers but recent Presstime survey indicated they didn’t significantly increase retention of would be using more graphics in the com- ing decade, and they predicted the use of the inf~rmation.~ graphics will overtake photographs.z Readers’ needs and preferences are The assumption underlying the in- logical starting points for research, but the growing use of graphics raises important creased use of graphics is that they help readers understand events and informa- questions about how journalists work. Two tion clearly and with less effort than written previous studies described the status of text. Research that has been done to sub- graphics personnel and the economic stantiate this assumption has produced considerations behind graphics. Editors mixed results. One study found that an have noted other changes 
TI - How Teaching Informs Research in Graphics Field Experience
JF - The Journalism Educator
DO - 10.1177/107769589104600107
DA - 1991-03-01
UR - https://www.deepdyve.com/lp/sage/how-teaching-informs-research-in-graphics-field-experience-HE1A70j4eO
SP - 38
EP - 45
VL - 46
IS - 1
DP - DeepDyve
ER -