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Large tree structures are ubiquitous and real-world relational datasets often have information associated with nodes (e.g., labels or other attributes) and edges (e.g., weights or distances) that need to be communicated to the viewers. Yet, scalable, easy to read tree layouts are difficult to achieve. We consider tree layouts to be readable if they meet some basic requirements: node labels should not overlap, edges should not cross, edge lengths should be preserved, and the output should be compact. There are many algorithms for drawing trees, although very few take node labels or edge lengths into account, and none optimizes all requirements above. With this in mind, we propose a new scalable method for readable tree layouts. The algorithm guarantees that the layout has no edge crossings and no label overlaps, and optimizing one of the remaining aspects: desired edge lengths and compactness. We evaluate the performance of the new algorithm by comparison with related earlier approaches using several real-world datasets, ranging from a few thousand nodes to hundreds of thousands of nodes. Tree layout algorithms can be used to visualize large general graphs, by extracting a hierarchy of progressively larger trees. We illustrate this functionality by presenting several map-like visualizations generated by the new tree layout algorithm. 

Network visualization is one of the most widely used tools in digital humanities research. The idea of uncertain or “fuzzy” data is also a core notion in digital humanities research. Yet network visualizations in digital humanities do not always prominently represent uncertainty. In this article, we present a mathematical and logical model of uncertainty as a range of values which can be used in network visualizations. We review some of the principles for visualizing uncertainty of different kinds, visual variables that can be used for representing uncertainty, and how these variables have been used to represent different data types in visualizations drawn from a range of non-humanities fields like climate science and bioinformatics. We then provide examples of two diagrams: one in which the variables displaying degrees of uncertainty are integrated/pinto the graph and one in which glyphs are added to represent data certainty and uncertainty. Finally, we discuss how probabilistic data and what-if scenarios could be used to expand the representation of uncertainty in humanities network visualizations. 

Understanding the emergence, co-evolution, and convergence of science and technology (S&T) areas offers competitive intelligence for researchers, managers, policy makers, and others. This paper presents new funding, publication, and scholarly network metrics and visualizations that were validated via expert surveys. The metrics and visualizations exemplify the emergence and convergence of three areas of strategic interest: artificial intelligence (AI), robotics, and internet of things (IoT) over the last 20 years (1998-2017). For 32,716 publications and 4,497 NSF awards, we identify their topical coverage (using the UCSD map of science), evolving co-author networks, and increasing convergence. The results support data-driven decision making when setting proper research and development (R&D) priorities; developing future S&T investment strategies; or performing effective research program assessment. 

In the information age, the ability to read and construct data visualizations becomes as important as the ability to read and write text. However, while standard definitions and theoretical frameworks to teach and assess textual, mathematical, and visual literacy exist, current data visualization literacy (DVL) definitions and frameworks are not comprehensive enough to guide the design of DVL teaching and assessment. This paper introduces a data visualization literacy framework (DVL-FW) that was specifically developed to define, teach, and assess DVL. The holistic DVL-FW promotes both the reading and construction of data visualizations, a pairing analogous to that of both reading and writing in textual literacy and understanding and applying in mathematical literacy. Specifically, the DVL-FW defines a hierarchical typology of core concepts and details the process steps that are required to extract insights from data. Advancing the state of the art, the DVL-FW interlinks theoretical and procedural knowledge and showcases how both can be combined to design curricula and assessment measures for DVL. Earlier versions of the DVL-FW have been used to teach DVL to more than 8,500 residential and online students, and results from this effort have helped revise and validate the DVL-FW presented here.