Pub Date : 2023-04-03DOI: 10.1080/1051144X.2023.2217572
J. Myers
Abstract Preparing students for informed democratic citizenship by learning about contemporary political and social issues requires the ability to critically evaluate online data visualisations. This study examines 25 social studies teachers’ perceptions of online data visualisations as informational resources for teaching, and how these perceptions influence their reading of online data visualisations. The goal is to examine teacher understandings of the influence of fake news, how they understand issues of bias and credibility for data visualisations, and how their perceptions influence their interpretive practices. The study employed semi-structured interviews and a think aloud protocol. The think aloud involved the reading and analysis of a single online data visualisation. The findings provide insights into the ways that social studies teachers think about the role of data visualisations and online information in social studies education, their challenges to read and interpret online data visualisations, and implications for teaching.
{"title":"Social studies teachers’ perceptions of the credibility and meaning of data visualisations for teaching","authors":"J. Myers","doi":"10.1080/1051144X.2023.2217572","DOIUrl":"https://doi.org/10.1080/1051144X.2023.2217572","url":null,"abstract":"Abstract Preparing students for informed democratic citizenship by learning about contemporary political and social issues requires the ability to critically evaluate online data visualisations. This study examines 25 social studies teachers’ perceptions of online data visualisations as informational resources for teaching, and how these perceptions influence their reading of online data visualisations. The goal is to examine teacher understandings of the influence of fake news, how they understand issues of bias and credibility for data visualisations, and how their perceptions influence their interpretive practices. The study employed semi-structured interviews and a think aloud protocol. The think aloud involved the reading and analysis of a single online data visualisation. The findings provide insights into the ways that social studies teachers think about the role of data visualisations and online information in social studies education, their challenges to read and interpret online data visualisations, and implications for teaching.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"42 1","pages":"146 - 163"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48212003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/1051144X.2023.2216115
Dennis Charsky
Abstract The purpose of this position paper in to provide guidance on the creation and utilization of infographics for learning and instruction. The paper includes practical insights and provides a framework for the creation of infographics. The framework can be used by educators to create their own infographics for instructional and visual literacy purposes. Students can also use the framework to create infographics that demonstrate their learning. The paper identifies best practices emerging from the authors’ classroom experience and makes suggestions for future research on using the framework in formal research endeavours.
{"title":"Infographics for learning and instruction","authors":"Dennis Charsky","doi":"10.1080/1051144X.2023.2216115","DOIUrl":"https://doi.org/10.1080/1051144X.2023.2216115","url":null,"abstract":"Abstract The purpose of this position paper in to provide guidance on the creation and utilization of infographics for learning and instruction. The paper includes practical insights and provides a framework for the creation of infographics. The framework can be used by educators to create their own infographics for instructional and visual literacy purposes. Students can also use the framework to create infographics that demonstrate their learning. The paper identifies best practices emerging from the authors’ classroom experience and makes suggestions for future research on using the framework in formal research endeavours.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"42 1","pages":"130 - 145"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42331304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/1051144X.2023.2222260
Pınar Nuhoğlu Kibar
Abstract The purpose of this study was to compare the effect of instruction enriched with either simple or complex graphics on perception, interpretation of visuals in terms of the visual language used, and on the orientation of attention on visuals during perception and interpretation of visuals. The study was designed based on the randomised pre-test-posttest control group experimental research method to explore the learnable structure of visual literacy skills. The research focussed on visual language knowledge, one of the basic visual reading skills. According to the results of the research conducted at the level of higher education, the use of simple or complex graphics in teaching did not make a difference in terms of perception of visual language knowledge, but simple graphics had a significant effect on the interpretation. It appears that the use of simple graphics is more effective in the development of visual language knowledge. These findings will make an important contribution to research and practice regarding the improvable structure of visual literacy. In future studies, visual literacy skills can be examined by adding visual writing as a dimension to examine the relationship between instruction types.
{"title":"The effect of instruction enriched with simple or complex visuals on developing visual literacy skills","authors":"Pınar Nuhoğlu Kibar","doi":"10.1080/1051144X.2023.2222260","DOIUrl":"https://doi.org/10.1080/1051144X.2023.2222260","url":null,"abstract":"Abstract The purpose of this study was to compare the effect of instruction enriched with either simple or complex graphics on perception, interpretation of visuals in terms of the visual language used, and on the orientation of attention on visuals during perception and interpretation of visuals. The study was designed based on the randomised pre-test-posttest control group experimental research method to explore the learnable structure of visual literacy skills. The research focussed on visual language knowledge, one of the basic visual reading skills. According to the results of the research conducted at the level of higher education, the use of simple or complex graphics in teaching did not make a difference in terms of perception of visual language knowledge, but simple graphics had a significant effect on the interpretation. It appears that the use of simple graphics is more effective in the development of visual language knowledge. These findings will make an important contribution to research and practice regarding the improvable structure of visual literacy. In future studies, visual literacy skills can be examined by adding visual writing as a dimension to examine the relationship between instruction types.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"42 1","pages":"89 - 109"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47609547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.1080/1051144X.2023.2192061
R. Chun
Abstract There is a lack of definitional rigour for journalism infographics that allows ambiguity in their evaluation and research. This study is an attempt to remedy this imprecision to understand how the form differs from other visual modes of communication, and to more clearly establish criteria for its analysis. We argue that a news infographic is grounded on three essential criteria—integration, abstraction, and extension. We test the validity of our framework by applying it to case studies of infographics recognized for their excellence. We discuss how our criteria represent an elaboration of a two-part concept of appearance and explanation, and suggest ways in which the framework can be used to judge existing infographics and to guide the creation of future infographics for the news.
{"title":"A framework for understanding and evaluating news infographics","authors":"R. Chun","doi":"10.1080/1051144X.2023.2192061","DOIUrl":"https://doi.org/10.1080/1051144X.2023.2192061","url":null,"abstract":"Abstract There is a lack of definitional rigour for journalism infographics that allows ambiguity in their evaluation and research. This study is an attempt to remedy this imprecision to understand how the form differs from other visual modes of communication, and to more clearly establish criteria for its analysis. We argue that a news infographic is grounded on three essential criteria—integration, abstraction, and extension. We test the validity of our framework by applying it to case studies of infographics recognized for their excellence. We discuss how our criteria represent an elaboration of a two-part concept of appearance and explanation, and suggest ways in which the framework can be used to judge existing infographics and to guide the creation of future infographics for the news.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"42 1","pages":"110 - 129"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48918764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/1051144X.2023.2168397
Nicholas Vanderschantz, N. Daly
Abstract Presentation of text in picturebooks is an under-investigated field that requires consideration in order to support readers and those selecting books for readers. A unique form of picturebook is the bilingual picturebook which presents a story in two languages. The complexities of language readability and legibility are increased in these books, with implications for reader perception of the typographic design. In this paper we outline considerations for the design and presentation of two languages in bilingual picturebooks. We provide a discussion and analysis of text layout in Māori-English bilingual picturebooks and present guidelines for authors, designers, and publishers as well providing recommendations for the required further investigation into typographic layout for bilingual picturebooks.
{"title":"The implications of typographic design in bilingual picturebooks for hierarchies","authors":"Nicholas Vanderschantz, N. Daly","doi":"10.1080/1051144X.2023.2168397","DOIUrl":"https://doi.org/10.1080/1051144X.2023.2168397","url":null,"abstract":"Abstract Presentation of text in picturebooks is an under-investigated field that requires consideration in order to support readers and those selecting books for readers. A unique form of picturebook is the bilingual picturebook which presents a story in two languages. The complexities of language readability and legibility are increased in these books, with implications for reader perception of the typographic design. In this paper we outline considerations for the design and presentation of two languages in bilingual picturebooks. We provide a discussion and analysis of text layout in Māori-English bilingual picturebooks and present guidelines for authors, designers, and publishers as well providing recommendations for the required further investigation into typographic layout for bilingual picturebooks.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"42 1","pages":"48 - 66"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42617336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/1051144X.2023.2168394
R. Kuba, Allan Jeong
Abstract New technologies have made the world highly visual, making visual literacy an important and relevant 21st-century skill. Educators and students are often required to produce visual communication products such as infographics, but they often lack the confidence and proficiency in visual design skills to create higher-quality infographics. We conducted a case study to examine how graphic and instructional designers perform the visual design process (i.e., a series of actions performed in composing an infographic, such as creating layout and alignment) when applying visual design principles. The goal was to investigate the visual design processes and identify differences in the strategies used to develop higher versus lower quality infographics rated across 18 design criteria. We identified the design actions and computed the transitional probability between the design actions to construct a process model for composing effective infographics. Results reveal that high-rated infographics were developed using a more systematic approach, starting by creating a well-planned structure (e.g., setting margins and columns) followed by setting spatial zones to map out a visual hierarchy prior to working on fonts, colors, and graphic elements, and using a consistent application of visual rules. These target processes were encapsulated into a five-stage Infographic Visual Design Model.
{"title":"Demystifying visual design: a sequential analysis of design processes in infographic visual composition","authors":"R. Kuba, Allan Jeong","doi":"10.1080/1051144X.2023.2168394","DOIUrl":"https://doi.org/10.1080/1051144X.2023.2168394","url":null,"abstract":"Abstract New technologies have made the world highly visual, making visual literacy an important and relevant 21st-century skill. Educators and students are often required to produce visual communication products such as infographics, but they often lack the confidence and proficiency in visual design skills to create higher-quality infographics. We conducted a case study to examine how graphic and instructional designers perform the visual design process (i.e., a series of actions performed in composing an infographic, such as creating layout and alignment) when applying visual design principles. The goal was to investigate the visual design processes and identify differences in the strategies used to develop higher versus lower quality infographics rated across 18 design criteria. We identified the design actions and computed the transitional probability between the design actions to construct a process model for composing effective infographics. Results reveal that high-rated infographics were developed using a more systematic approach, starting by creating a well-planned structure (e.g., setting margins and columns) followed by setting spatial zones to map out a visual hierarchy prior to working on fonts, colors, and graphic elements, and using a consistent application of visual rules. These target processes were encapsulated into a five-stage Infographic Visual Design Model.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"42 1","pages":"26 - 47"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42562560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/1051144X.2023.2168401
Kyser Lough
Abstract This study uses a visual discourse analysis to explore the self-construction of presence and experience at events such as a music festival, theoretically guided by presentation of self and how users curate this via multimodal, visual-focussed social media posts. Real-time, location-based, public posts from events act as a new form of visually-embedded culture in how individuals present themselves and their experiences. An analysis of 200 location-tagged Instagram posts from attendees at the 2017 Coachella music festival reveals attendees care less about sharing photos of the music and more about curating a visual sense of taste, embrace and place. This focus on self-presentation is explored through themes such as seeing more full-body images than selfies in order to emphasise festival fashion, use of the ‘plandid’ (planned candid) to add a sense of spontaneity, and use of chronological and geographic tags to establish physical presence in time and place.
本研究使用视觉话语分析来探索音乐节等活动中自我呈现的自我建构，以及用户如何通过多模态、以视觉为中心的社交媒体帖子来策划这种自我建构。实时的、基于位置的、来自事件的公开帖子作为一种新的视觉嵌入文化形式，体现了个人如何展示自己和他们的经历。一项对2017年科切拉音乐节(Coachella music festival)参与者在Instagram上发布的200条位置标签的分析显示，参与者不太关心分享音乐照片，而是更关心如何营造一种视觉上的品味、拥抱和地点感。这种对自我展示的关注是通过以下主题来探索的:为了强调节日时尚，更多地看到全身照片，而不是自拍;使用“有计划的偷拍”来增加自发性;使用时间和地理标签来建立时间和地点的物理存在。
{"title":"Two days, twenty outfits: Coachella attendees’ visual presentation of self and experience on Instagram","authors":"Kyser Lough","doi":"10.1080/1051144X.2023.2168401","DOIUrl":"https://doi.org/10.1080/1051144X.2023.2168401","url":null,"abstract":"Abstract This study uses a visual discourse analysis to explore the self-construction of presence and experience at events such as a music festival, theoretically guided by presentation of self and how users curate this via multimodal, visual-focussed social media posts. Real-time, location-based, public posts from events act as a new form of visually-embedded culture in how individuals present themselves and their experiences. An analysis of 200 location-tagged Instagram posts from attendees at the 2017 Coachella music festival reveals attendees care less about sharing photos of the music and more about curating a visual sense of taste, embrace and place. This focus on self-presentation is explored through themes such as seeing more full-body images than selfies in order to emphasise festival fashion, use of the ‘plandid’ (planned candid) to add a sense of spontaneity, and use of chronological and geographic tags to establish physical presence in time and place.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"42 1","pages":"67 - 88"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46039509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/1051144X.2023.2168395
Ulrika Bodén, Linnéa Stenliden, Jörgen Nissen
Abstract This study aims to demonstrate how interactions between a Visual Analytics (VA) application and students shape an interactive and multimodal reading practice. VA is a technology offering support with analysing vast amounts of data through visualisations. Such information-rich interactive interfaces provide possibilities for students to gain insights, find correlations, draw conclusions and gain insights, but they also generate complexities concerning how to ‘read’ multimodal information on a screen. Inspired by Design-Based Research, interventions were designed and conducted in five social science secondary classrooms. The interactions between the VA application Statistics eXplorer and the students were video captured. A socio-material semiotic approach guides the analyses of how interactions between all actors (the interactive visualisations, the written text, the teachers, students, etc.) produce a reading network. The results show a reading characterised by being performative, collaborative, and dynamic. A combination of visuals and text supports the reading. However, visuals such as colour, highlighting and movement dominantly attract students’ attention, while written text often becomes subordinate and sometimes even ‘invisible’. Hence, this paper argues that it is vital for teachers to didactically support students’ visual reading skills.
{"title":"The construction of interactive and multimodal reading in school—a performative, collaborative and dynamic reading","authors":"Ulrika Bodén, Linnéa Stenliden, Jörgen Nissen","doi":"10.1080/1051144X.2023.2168395","DOIUrl":"https://doi.org/10.1080/1051144X.2023.2168395","url":null,"abstract":"Abstract This study aims to demonstrate how interactions between a Visual Analytics (VA) application and students shape an interactive and multimodal reading practice. VA is a technology offering support with analysing vast amounts of data through visualisations. Such information-rich interactive interfaces provide possibilities for students to gain insights, find correlations, draw conclusions and gain insights, but they also generate complexities concerning how to ‘read’ multimodal information on a screen. Inspired by Design-Based Research, interventions were designed and conducted in five social science secondary classrooms. The interactions between the VA application Statistics eXplorer and the students were video captured. A socio-material semiotic approach guides the analyses of how interactions between all actors (the interactive visualisations, the written text, the teachers, students, etc.) produce a reading network. The results show a reading characterised by being performative, collaborative, and dynamic. A combination of visuals and text supports the reading. However, visuals such as colour, highlighting and movement dominantly attract students’ attention, while written text often becomes subordinate and sometimes even ‘invisible’. Hence, this paper argues that it is vital for teachers to didactically support students’ visual reading skills.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"42 1","pages":"1 - 25"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43512938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/1051144X.2022.2132617
G. Granville
Abstract This paper addresses some of the theoretical and practical implications of the Common European Framework of Reference for Visual Competency (CEFR-VC), developed through the European Network for Visual Literacy (Envil), in the context of international trends in curriculum design. Empirical application of the Framework is examined through the specific experience of designing a national programme for art in Ireland, for a high stakes public examination. The paper reflects on the issues that the Framework raised in that context. The paper suggests that a useful lens through which to view the framework might be that of activity theory and proposes that the framework itself might best be understood as a ‘boundary-object’ that can help inform the complex negotiations between art education and schooling.
{"title":"Frameworks and Boundaries: constructing a curriculum armature for art","authors":"G. Granville","doi":"10.1080/1051144X.2022.2132617","DOIUrl":"https://doi.org/10.1080/1051144X.2022.2132617","url":null,"abstract":"Abstract This paper addresses some of the theoretical and practical implications of the Common European Framework of Reference for Visual Competency (CEFR-VC), developed through the European Network for Visual Literacy (Envil), in the context of international trends in curriculum design. Empirical application of the Framework is examined through the specific experience of designing a national programme for art in Ireland, for a high stakes public examination. The paper reflects on the issues that the Framework raised in that context. The paper suggests that a useful lens through which to view the framework might be that of activity theory and proposes that the framework itself might best be understood as a ‘boundary-object’ that can help inform the complex negotiations between art education and schooling.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"41 1","pages":"178 - 190"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43128125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/1051144X.2022.2132619
A. Kárpáti, D. Schönau
{"title":"Introduction to the special issue on the Common European Framework of Visual Competency","authors":"A. Kárpáti, D. Schönau","doi":"10.1080/1051144X.2022.2132619","DOIUrl":"https://doi.org/10.1080/1051144X.2022.2132619","url":null,"abstract":"","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"41 1","pages":"171 - 177"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46660499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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