Audience Analysis
A student information scientist must be able to effectively analyze his or her audience and design communications to meet these needs and interests. The scientist might ask him or herself the following questions:
- In what manner can your report or your group’s report be best presented to the rest of the class? To parents? To students older than you? To students younger than you? To a local group of decision-makers who could take steps to make changes based on your report?
- What needs to be considered in terms of presentation format and content for each group who will hear your presentation?
- How can you determine if you have communicated the message you intend and that your audience has understood the conclusions you have drawn?
- How will you modify your presentation based on the feedback you get from your audience?
- How can you test and rehearse your various presentation approaches?
Becoming proficient at the use of key terms and strategies is associated with the following Information Literacy Standards (AASL, 1998):
- The information literate student uses information accurately and creatively.
- The information literate student is an independent learner and strives for excellence in information seeking and knowledge generation.
- The information literate student contributes positively to the learning community and to society and recognizes the importance of information to a democratic society.
- The information literate student contributes positively to the learning community and to society and practices ethical behavior in regard to information and information technology.
- The information literate student contributes positively to the learning community and to society and participates effectively in groups to pursue and generate information.
The following example demonstrates how a student matures as he or she gains experience and expertise.
Bike Path
Addressing the needs of a target audience is another skill that is mastered over time. Young learners are often focused on their personal needs and have difficulty putting themselves in the place of their audience.
For instance when presenting to the local parks commission about the need for a bike path in the City Park, the inexperienced student may focus on their personal interest in the bike path rather than the greater needs of the community.
As student information scientists develop skills in audience analysis they gain insights into the persuasive communications needed to accomplish both personal and community interests.
Explore Eric's investigation for more detail.