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A Multiliteracy Model for Interactive Visualization Literacy: Definitions, Literacies, and Steps for Future Research

Gabriela Molina León, Benjamin Bach, Matheus Valentim, Niklas Elmqvist

TL;DR

This work addresses the gap in visualization literacy by introducing a theoretical Multiliteracy Model for Interactive Visualization Literacy (IVL) that treats interaction as intrinsic to visualization use. It builds a two-dimensional framework—the Visualization Action Cycle and nine literacies spanning three gulfs and three abstraction levels—combining established and novel competencies. The model is scrutinized through three case studies and an observational study, demonstrating how literacies manifest in data-driven storytelling, visual analytics, and immersive analytics. A concrete research agenda follows, outlining how to assess, evaluate, design for, and educate IVL, with implications for design standards, onboarding, and education to enhance interactive data sensemaking.

Abstract

This paper presents a theoretical model for interactive visualization literacy to describe how people use interactive data visualizations and systems. Literacies have become an important concept in describing modern life skills, with visualization literacy generally referring to the use and interpretation of data visualizations. However, prior work on visualization literacy overlooks interaction and its associated challenges, despite it being an intrinsic aspect of using visualizations. Based on existing theoretical frameworks, we derive a two-dimensional model that combines four well-known literacies with five novel ones. We found evidence for our model through analyzing existing visualization systems as well as through observations from an exploratory study involving such systems. We conclude by outlining steps towards measuring, evaluating, designing for, and teaching interactive visualization literacy.

A Multiliteracy Model for Interactive Visualization Literacy: Definitions, Literacies, and Steps for Future Research

TL;DR

This work addresses the gap in visualization literacy by introducing a theoretical Multiliteracy Model for Interactive Visualization Literacy (IVL) that treats interaction as intrinsic to visualization use. It builds a two-dimensional framework—the Visualization Action Cycle and nine literacies spanning three gulfs and three abstraction levels—combining established and novel competencies. The model is scrutinized through three case studies and an observational study, demonstrating how literacies manifest in data-driven storytelling, visual analytics, and immersive analytics. A concrete research agenda follows, outlining how to assess, evaluate, design for, and educate IVL, with implications for design standards, onboarding, and education to enhance interactive data sensemaking.

Abstract

This paper presents a theoretical model for interactive visualization literacy to describe how people use interactive data visualizations and systems. Literacies have become an important concept in describing modern life skills, with visualization literacy generally referring to the use and interpretation of data visualizations. However, prior work on visualization literacy overlooks interaction and its associated challenges, despite it being an intrinsic aspect of using visualizations. Based on existing theoretical frameworks, we derive a two-dimensional model that combines four well-known literacies with five novel ones. We found evidence for our model through analyzing existing visualization systems as well as through observations from an exploratory study involving such systems. We conclude by outlining steps towards measuring, evaluating, designing for, and teaching interactive visualization literacy.
Paper Structure (55 sections, 3 figures, 1 table)

This paper contains 55 sections, 3 figures, 1 table.

Table of Contents

  1. Introduction
  2. Background
  3. Visualization Literacy and Related Abilities
  4. Theories of Interaction
  5. Interaction for Visualization
  6. Method
  7. A Multiliteracy Model for Interactive Visualization Literacy
  8. The Visualization Action Cycle
  9. Dimension 1: Gulfs of Visualization Interaction
  10. Dimension 2: Levels of Abstraction
  11. Operational Level
  12. Tactical Level
  13. Strategic Level
  14. Multiliteracies
  15. Goal Formation Literacies
  16. ...and 40 more sections

Figures (3)

  • Figure 1: A multi-level visualization action cycle. The model expands the three gulfs of interaction (arrows) across three levels of abstraction (panels). Interaction involves leveraging specific literacies to overcome the gulfs at each level. People plan, act through the interface, or understand the current visualization state with different outcomes and time frames at each level. They can start at any part of the cycle. The arrows between levels indicate that what happens at one level influences what happens in the others.
  • Figure 2: Examples from the validation scenarios. (a) the Atlas of Sustainable Development Goals pirlea23, image © The World Bank Group; (b) EgoLines zhao16, demo image © Zhao et al.
  • Figure 3: Visualization systems as case studies. Data-driven storytelling: (a) the Atlas of Sustainable Development Goals pirlea23, image © The World Bank Group, (d) visual essay Is the Love Song Dying?islovedying24, (g) OECD Better Life Index oecdindex14, image © OECD; visual analytics: (b) EgoLines zhao16, (e) t-viSNE chatzimparmpas20, system image © ISOVIS group, (h) MusicVis miller22, image © Eurographics available under https://creativecommons.org/licenses/by-nc/4.0/ license; immersive & multimodal analytics: (c) STREAM hubenschmid21, available under https://creativecommons.org/licenses/by/4.0/ license, (f) SketchStory lee13, image © IEEE used with permission, (i) David & Goliath cross-device system horak18. Unless otherwise indicated, images are copyrighted by their respective authors.