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Data Visualisation Literacy - Learning to See
This document discusses factors that influence the consumption and creation of effective data visualizations. It explores both sides of visualization literacy - reading/consuming visualizations and creating them. Key factors discussed for consumption include subject matter/relevance, trust/prejudice, skills/confidence, time/pressure, and emotions. For creation, the document advises defining audiences, being transparent about methods, offering guidance for complex charts, fitting the purpose/setting, and having conviction while avoiding overload. The goal is to better understand how the general public engages with visualizations and help both everyday people and professionals improve visualization literacy.
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Data Visualisation Literacy - Learning to See
- 1.
- 2. READING WRITING The two sidesof literacy
- 3. CONSUMING CREATING The two sidesof visualisation literacy
- 4. There are manymore readers than creators All creators need to be sophisticated readers The two sides of visualisation literacy
- 6. What factors inthe consumption process influence the possibility of producing effective data visualisations? What factors in the creation process influence the possibility of producing effective data visualisations? Seeing Data: Research questions
- 7. General public: Tobetter understand and create resources to help ‘everyday’ people improve their visualisation literacy levels Visualisation professionals: To contribute to data visualisation practice by sharing understanding of how data visualisations are received by the general public Seeing Data: Core aims
- 8. Experimental practice: Commissioningof new work for study experimentation Social semiotic analysis of visualisations Interviews with visualisation professionals (13) Short-term diary keeping & focus groups with visualisation ‘users’ (46 participants) Talking mats (8 visualisation projects) Longer-term diary keeping & interviews with visualisation ‘users’ (7 participants) Seeing Data: Mixed methods
- 9.
- 10. Liked it and learntsomething Liked it but didn’t learn anything Disliked it but learnt something Disliked it and didn’t learn anything <<Didn’tLearnLearnt>> Liked it >><< Disliked it <<Didn’tLearnLearnt>> Liked it >><< Disliked it
- 12. Socio-cultural factors thataffect the engagement of readers Findings and reflections relevant to creators The two sides of visualisation literacy
- 14. Visualisation is aboutfacilitating UNDERSTANDING What do we mean by engagement?
- 15. Reading What does itshow? What marks & attributes? Where is big, medium, small? How do things compare? Facilitating understanding
- 16. Reading Interpreting What doesit mean? Is it good or bad? Meaningful or insignificant? Unusual or expected? What does it show? What marks & attributes? Where is big, medium, small? How do things compare? Facilitating understanding
- 17. Reading Facilitating understanding Interpreting Comprehending Whatdoes it mean? Is it good or bad? Meaningful or insignificant? Unusual or expected? What does it mean to me? Main messages? What have I learnt? What actions to take? What does it show? What marks & attributes? Where is big, medium, small? How do things compare?
- 18.
- 19. “Data visualization islike family photos. If you don't know the people in the picture, beauty of the composition won't keep your attention.” Zach Gemignani, Juice Analytics https://twitter.com/zachgemignani/status/382498970603229185 Bias, interest, indifference, irrelevance
- 20.
- 21. “I didn’t likewhat the topic was. What was the point?” Personal relevance matters “Bored. Why? What do I learn? More of a poor marketing effort than useful data graphic. I can think of several ways to improve but I keep coming back to the same question: Why bother?”
- 22. 0 10 20 30 40 50 60 70 80 2004/05 2005/06 2006/072007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 Games Goals Lionel Messi: Games and Goals for FC Barcelona R I C Subject knowledge matters
- 23. Patrick Kane: Gamesand Points for Chicago Blackhawks (NHL) 0 10 20 30 40 50 60 70 80 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 Games Points R I C Subject knowledge matters
- 24. Reading Facilitating understanding Interpreting Comprehending CanI form meaning? What does it mean to me?Am I interested?
- 25. SUBJECT MATTER Is itof interest and/or of relevance to you? Do I have the knowledge to draw my own insights/meaning? TOPIC Read through any introductions that might explain in more detail what the project is specifically about and NOT about. Advice for readers
- 26. DEFINE AND SERVEYOUR TARGET AUDIENCE “Design for your audience” – easier said than done but often only said and not done… What do they know and not know? Will they be automatically interested or will they need some degree of persuasion/seduction? Should you care if many won’t be interested? Advice for creators
- 27.
- 28.
- 29. Trust issues areoften beyond our control http://www.businessinsider.com/gun-deaths-in-florida-increased-with-stand-your-ground-2014-2
- 30. Trust is hardto secure, easy to lose “China uses the most water. But off-hand, I don’t know comparative population of geographic area, so, so-what. This vis is flawed in so many ways it’s almost anti-science!”
- 31. “Isn’t [sic] AsylumSeekers on the up in 2014?” Changing beliefs, opinions, prejudices is hard
- 32. Facilitating understanding Interpreting Comprehending Arethese insights accurate? Can I use this? Reading Can I read this?
- 33. WHO MADE IT?WHERE IS IT PUBLISHED? Look at the details of the URL/author – voice of authority/integrity? HOW DID THEY MAKE IT? What data was used, from where, what treatment? NEED TO APPRECIATE THE CREATION PROCESS 99.9% of creators mean well! Availability of data, contextual restrictions, representation options, influence of intermediaries, influence of conventions. Advice for readers
- 34. BE TRANSPARENT Tell peoplewhat you’ve done and why, explain what it does and doesn’t show. BE REALISTIC Some topics are inherently up against trust issues, you can’t convince everyone (you might not need to/wish to). ABIDE BY THE DESIGN RULES Don’t abuse visual attributes, such as unnecessary 3D decoration, axis truncation, geometric flaws, dumb charts. Advice for creators
- 35.
- 36. Numeracy: Mathematical andstatistical Graphical literacy: Reading of different charts Visual literacy: Pattern matching, sense-making Computer skills: For interactive projects Language skills: Many works have plenty of text Critical thinking: To extract insight and meaning Multiple skills needed to be an astute reader
- 37. http://www.bloomberg.com/infographics/2014-01-16/tracking-super-bowl-ticket-prices.html Reward > Effort(learnable)Some chart types are unfamiliar to many
- 38.
- 39. Many things inlife need learning, don’t be lazy!
- 40. Many things inlife need learning, don’t be lazy!
- 41.
- 42. “To be honestonce I got used to it, it was quite easy to follow. But daunting at first.” “Too much going on. Couldn’t see how things joined up” Learning how to read is rewarding
- 43. Even with help,people can be confused “Maybe a different colour scheme (e.g. light to dark) would work better? It doesn’t make me want to explore it, it’s too complex visually. It doesn’t go anywhere.”
- 44. Reading Facilitating understanding Interpreting Comprehending DoI know how to read this?
- 45. GREATER MATURITY Just becauseyou don’t immediately understand a chart doesn’t make it the wrong choice, it might reflect more your lack of exposure. SEEK AND READ ASSISTANCE How to read guides, legends, tutorials. Be prepared to learn how to read more chart types (so long as you are given the necessary assistance). STAND UP FOR YOUR OWN CONVICTIONS “I must hate pie charts because X said so” Advice for readers
- 46. OFFER THE RIGHTLEVEL OF HELP Beware the curse of knowledge - don’t assume! More than just including scales and legends – user guides, example readings There is evidence that when people got over these hurdles, insights were unlocked. DON’T BE UNNECESSARILY SELF-RESTRICTED Don’t avoid using a seemingly complex chart type if it is the best way to show your data - respect people’s capacity to learn with your help. Advice for creators
- 47.
- 48.
- 49. Some projects aredeep, will take time “Too much info to take in quickly.”
- 50. http://13pt.com/projects/nyt071211/ Some projects arecomplicated, will take time
- 51.
- 52.
- 53. http://i.imgur.com/u7ikyWS.jpg Some projects exhibitcreep/lack of focus
- 54. Reading Facilitating understanding Interpreting Comprehending Enoughtime to extract the insights? Enough time to translate into what it means to me? Enough time to consume all this?
- 55. CONSIDER THE TASKPROPOSITION How big is it? How many parts? How many features? How much text? How many chart attributes to read? CLARITY > SIMPLICITY Don’t always expect to be able to get immediate insights within 10 seconds. Some subjects are inherently complex and will lose their essence if reduced. Advice for readers
- 56. FIT FOR PURPOSE Thesetting of how this work will be consumed is a significant factor in determining the effectiveness of the design you create. Serve the setting as well as the audience. SHOW COURAGE AND CONVICTION Don’t overwhelm with features/functionality that create paralysis (“Too much to take in, lost interest”) especially if setting requires more immediacy. Have the conviction and discipline to leave things out, to not offer EVERY permutation. Advice for creators
- 57.
- 58. With people, thereis no perfect
- 59. With people, thereis no perfect
- 60. Google search: “MarketingInfographics” Mood, tastes, preferences, irrationalities
- 61. “I felt shockedbut at the same time I found it fun.” Emotions influence all aspects of understanding
- 62. Fun can bean important attribute of appeal http://www.guardian.co.uk/world/interactive/2012/nov/05/you-decide-the-presidential-election-interactive
- 63. Respect the subjectmatter’s emotive quality “I didn’t feel enthusiastic about it initially and that was probably due to the subject matter. I have children with body image issues & work with people who have body image issues & that probably coloured my attitude. I actually found it a little offensive because of that.”
- 64. Understanding still possibleeven if no ‘like’
- 65. Reading Facilitating understanding Interpreting Comprehending Howdoes this drive me?Am I seduced?
- 66. THERE’S NOT MUCHYOU CAN DO! The emotions we’re discussing here are natural, automatic, not entirely controllable. Advice for readers
- 67. YOU CAN’T PLEASEEVERYONE! People are unique and bring many personal & emotional characteristics that will influence engagement without any rational anticipation. BASIC PRESENTATION CHOICES Noticeable the number of comments raised about basic lack of readability of text (through type and font properties typically being too small) Colours are generally the first design properties noticed and commented on. Use this powerful visual cue sensitively and astutely. Advice for creators
- 68.
- 69. Frustration: Not theanalysis you’re interested in “Good if you wanted to find something specific out, but bad if you wanted a general picture” “Maybe extending back to earlier dates than 1986 would have been interesting?”
- 70. Frustration: Not theanalysis you’re interested in “It wasn’t obvious what the general message was… I would have included some more positive headlines. I would have liked a breakdown by publication of number of negative articles.”
- 71. Haiti Afghanistan S. Africa Kuwait Vietnam Nauru North Korea Tajikistan Ethiopia Charts showwhat’s interesting, not always why
- 72. Reading Facilitating understanding Interpreting Comprehending Isit showing me what I want?
- 73. WHAT ANALYSIS DOESIT SHOW Explore titles, sub-headings What different charts are on offer? What data do they show and not show? What interactive options do you have to manipulate, interrogate and customise? WHAT WOULD BE REASONABLE? Is what you want to see available, feasible, of sufficient broad interest to have been included? Is there a good reason why it might not have been? Advice for readers
- 74. YOU CAN’T PLEASEEVERYONE! Even in the apparently simplest and smallest dataset there are very rarely single narratives. There are always multiple angles, different filters and focus. This is the heart of the art of data visualisation, its not easy, there isn’t a perfect solution, it requires judgment, empathy and nous. Advice for creators
- 75. 1 2 3 4 5 6 I C I C R CRI R C Subject matter and relevance Trust and prejudice Confidence and skills Time and pressure Emotions Curiosities, wants and needs C Human factors that affect understanding R R
- 76. More information atseeingdata.org
- 77.
- 78. “Chefs are ableto more clearly discern what they taste because through constant exposure they have developed improved senses as well as vocabulary to express and discuss their impressions.” Oliver Reichenstein, “Learning to see” Paraphrased from: http://ia.net/blog/learning-to-see/ Stop looking, start seeing
- 79.