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

Paper Title

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

Publication Info

• Topic area: Interactive visualization literacy and its associated skills.
• Keywords: Interactive visualization, visualization literacy, multiliteracy model, human-computer interaction, visualization action cycle, interaction gulfs, abstraction levels, evaluation, education, design.

Background and Problem

• Problem / challenge: Traditional visualization literacy research focuses on static visualizations and overlooks the interactive aspects of modern visualization systems, leaving a gap in understanding the skills required for interaction.
• Significance: Addressing this gap is critical for enabling users to fully utilize interactive visualizations, which are increasingly prevalent in data analysis, storytelling, and decision-making.
• Motivation and related work: Prior work has explored visualization literacy, interaction theories, and interaction challenges but has not systematically studied the abilities required for interactive visualizations. Calls for a theory of interactive visualization literacy remain unaddressed, and existing assessments are insufficient for interactive contexts.

Solution

• Proposed approach: A multiliteracy model for interactive visualization literacy (IVL) that integrates interaction theories and visualization practices to describe the skills required for effective interaction with visualizations.
• Novelty:
  1. Introduction of a two-dimensional model combining three levels of abstraction (strategic, tactical, operational) with three gulfs of interaction (goal formation, execution, evaluation).
  2. Identification of nine distinct multiliteracies, including five novel ones, to describe the diverse abilities needed for interactive visualizations.
  3. Application of the model to real-world systems and an observational study to validate its scope and expressiveness.
  4. Proposal of a research agenda for assessing, evaluating, designing, and educating for IVL.
• Procedure and key techniques:
  1. Development of the model based on Norman’s human action cycle, Lam’s interaction costs, and prior visualization and HCI theories.
  2. Definition of nine multiliteracies by mapping abilities to the gulfs and levels of abstraction.
  3. Validation through case studies of existing systems and an observational study with nine participants interacting with two visualization systems.

Results

• Concrete findings:
  • Nine multiliteracies were identified, including novel ones like analysis literacy, task literacy, tool literacy, workflow literacy, and insight literacy.
  • Observational study revealed common struggles with interaction literacy and tool literacy, highlighting gaps in user abilities and system design.
• Advantage over baselines: The model extends traditional visualization literacy research by incorporating interaction and addressing multiple cognitive and technical skills across different abstraction levels.
• Experiments / evaluation:
  • Case studies of systems like the Atlas of Sustainable Development Goals and EgoLines demonstrated the applicability of the model to diverse scenarios.
  • Observational study with nine participants provided qualitative insights into user struggles and the relevance of the identified literacies.
• Limitations and future work:
  • The model does not address cooperative scenarios or accessibility for blind and low-vision users.
  • Further work is needed to develop assessment tests for each literacy and to evaluate the model in diverse contexts and with larger participant samples.

Summary

This paper introduces a multiliteracy model for interactive visualization literacy (IVL), addressing the gap in understanding the skills required for interacting with modern visualization systems. The model combines three levels of abstraction with three gulfs of interaction to define nine distinct literacies, including five novel ones. Validation through case studies and an observational study highlighted the model’s expressiveness and the challenges users face with interactive visualizations. The authors propose a research agenda for assessing, evaluating, designing, and educating for IVL, aiming to improve user interaction with visualization systems and inform future research and design practices.