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Data visualization literacy is essential for K-12 students, yet existing practices emphasize interpreting pre-made visualizations rather than creating them. To address this, we developed the DPV (Domain, Purpose, Visual) framework, which guides middle school students through the visualization design process. The framework simplifies design into three stages: understanding the problem domain, specifying the communication purpose, and translating data into effective visuals. Implemented in a twoweek summer camp as a usage scenario, the DPV framework enabled students to create visualizations addressing community issues. Evaluation of student artifacts, focus group interviews, and surveys demonstrated its effectiveness in enhancing students' design skills and understanding of visualization concepts. This work highlights the DPV framework's potential to foster data visualization literacy for K-12 education and broaden participation in the data visualization community.
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Vernacular Visualization Practices in a Citizen Science Project
Vernacular visualizations are visual representations of information created by and for non-expert users, in contrast to those developed by experts for specialized audiences. Research looking at everyday design practices and the democratization of innovation indicates that deeper understanding of non-expert design practices has a positive impact on technology development. This qualitative study focuses on the creation, use and dissemination of vernacular visualizations in a citizen science project. Findings from this research (1) map visualization practices in an established citizen science project, (2) contribute to theoretical understanding of the ways in which vernacular visualization practices support data-rich collaborative and coordinated work, and (3) suggest ways in which visualizations and visual resources can be evaluated in terms of their abilities to enrich coordination and communication in these contexts.
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- Award ID(s):
- 1322820
- PAR ID:
- 10042627
- Date Published:
- Journal Name:
- CSCW 2017
- Page Range / eLocation ID:
- 2097 to 2111
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/2998181.2998239
