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Grounded in dual coding, cognitive load, and multimedia learning perspectives, the article argues that converting alphanumeric communication into graphic visualizations supports sense-making, memory consolidation, and understanding for writers and readers. The paper also distinguishes sketchnoting from infographics, mind maps, concept maps, flow charts, and comics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/graphically-speaking-expanding-landscapes-of-scholarly-writing-using-sketchnotes-2024/595243/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/graphically-speaking-expanding-landscapes-of-scholarly-writing-using-sketchnotes-2024/595243.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are sketchnotes in the paper’s context?","Question",{"text":112,"@type":113},"Sketchnotes are one-to-two-page, free-form, image-rich documents focusing on a topic, concept, or presentation, using both verbal and nonverbal representations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper connect sketchnotes to memory and learning?",{"text":117,"@type":113},"It links sketch-based visuals to theories such as dual coding, cognitive load theory, and multimedia learning, arguing that integrating pictorial-graphic information can enhance understanding and long-term memory.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper distinguish sketchnoting from other visualization techniques?",{"text":121,"@type":113},"It clarifies differences from infographics, mind maps, concept maps, flow charts, and comics, noting that sketchnotes are free-form and image-rich with personal, creator-driven content.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595243,1792788127,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Graphically Speaking: Expanding Landscapes of Scholarly Writing Using Sketchnotes  \nA journal of educational research and practice 2024 Vol. 33 (1) 125−146  \n[https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked)  \nHelen J. DeWaard 1* , Giulia Forsythe2 , Deborah Baff3  \n1 Faculty of Education, Lakehead University  \n2 Director of Teaching and Learning, Centre for Pedagogical Innovation, Brock University  \n3 Subject Specialist in Digital Leadership and Culture, JISC, UK  \nAbstract  \nKeywords: sketchnotes, academic writing, open educational practice, hupomnemata, cognitive load, collaborative autoethnography  \n* [hdewaard@lakeheadu.ca](hdewaard@lakeheadu.ca)  \nNote. Sketchnote created for purposes of rendering the abstract in graphic format. Created by the authors using Procreate on iPad. [https://ideas.edudoodle.com/scholar/graphically-speaking/](https://ideas.edudoodle.com/scholar/graphically-speaking/. CC)[. CC](https://ideas.edudoodle.com/scholar/graphically-speaking/. CC) BY.  \nIntroduction  \nScholarly writing for academic publication follows discipline-specific constraints where alphanumeric forms of text are common modes of communication. While figures can be integrated into scholarly publications, graphics are required to fit specific style guides depending on the established criteria for the academic journal. When preparing teaching materials, constraints on communication and production can limit thinking and understanding. In this paper , we outline how we incorporate graphic creations called sketchnotes into our academic writing practices. Sketchnotes are one-to-two-page, free-form, image-rich documents focusing on a topic, concept, or presentation. For our purposes, academic writing is defined as not only peerreviewed publications but also web-published scholarly works, including research outputs and writing relating to and including our teaching materials. With this definition, we hope to open up a model for expanding the landscape of academic writing, which supports our sketchnoting as part of an open educational practice. Our open practices using sketchnotes include peerreviewed journal publications, open web publications on our blog sites, and the learning objects we have created as alternative readings of course content.  \nConverting alpha-numeric or verbal communication into graphic visualizations is a means of sense-making and boosting long-term memory (Camporro & Marquardt, 2020) . Models of human memory suggest visuo-spatial and phonological mechanisms offer channels for the integration of information into long-term memory (Heathcote, 2016) . The theories of dual coding (Sadoski & Paivio, 2000), cognitive load theory (Sweller, 2008), and the cognitive theory of multimedia learning (Mayer, 2002) suggested using cognitive mechanisms such as integrating pictorial-graphic information in teaching and writing practices as an alternative approach to engage memory, enhance understanding, and consolidate learning. Academic and scholarly writing can benefit from the integration of visual-graphic information (Ariga & Tashiro, 2022), which supports a writer’s understanding and a reader’s recall of information.  \nThe application of visualization can be used by academic writers, researchers, and classroom instructors to illustrate mental models and support ideation, documentation, exploration, and discovery of complex themes and spaces (Lewis & Sturdee, 2022) . Sketchnoting in educational contexts can “make thinking visible, welcome linguistic and non-linguistic representation, broaden student choice, strengthen memory, make annotation thinking-intensive, enhance focus, reduce stress, and embrace design”(Zucker, 2019 , p. 97) . Research into visual graphics are explored in fields of study such as: engineering , where sketchnotes were used for visual notetaking to lower barriers for thinking and increase retention; in traditional lecture-style teaching (Paepcke-Hjeltness et al. , 2017); in","cbCaiabNoN1dPrFw","https://ap.wps.com/l/cbCaiabNoN1dPrFw","pdf",839450,22,"English","# Introduction\n## Defining\n## Sketchnoting in Academic Writing","[{\"question\":\"What are sketchnotes in the paper’s context?\",\"answer\":\"Sketchnotes are one-to-two-page, free-form, image-rich documents focusing on a topic, concept, or presentation, using both verbal and nonverbal representations.\"},{\"question\":\"Why does the paper connect sketchnotes to memory and learning?\",\"answer\":\"It links sketch-based visuals to theories such as dual coding, cognitive load theory, and multimedia learning, arguing that integrating pictorial-graphic information can enhance understanding and long-term memory.\"},{\"question\":\"How does the paper distinguish sketchnoting from other visualization techniques?\",\"answer\":\"It clarifies differences from infographics, mind maps, concept maps, flow charts, and comics, noting that sketchnotes are free-form and image-rich with personal, creator-driven content.\"}]","Graphically Speaking - Expanding Landscapes of Scholarly Writing Using Sketchnotes - 2024 | PDF",1792080696,55]