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.
Infographics have been frequently used in recent years with the purpose of the visual presentation of information. It is a visualisation method which aims at presenting any content with a visual composition, combining such elements as shapes, symbols, graphics, photographs, illustrations, and texts for the target audience. The purpose of this research is to develop an instructional design based on the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model of infographic design as well as the determination of student and teacher opinions on the usage of infographics in teaching.
This paper presents a brief overview of infographics, together with study which was originated to discover what motivates people to design infographics and what are the components of the creative process. Section 2 provides a literature overview. Section 3 outlines the methodology of experiment. Section 4 presents obtained results. Section 5 presents conclusions and future directions in studies of processes in designing infographics, outlines the important problem for further research.
This study proposes a basic learning program for enhancing visual literacy using an original Web content management system (Web CMS) to share students’ outcomes in class as a blog post. It seeks to reinforce students’ understanding and awareness of the design of visual content. The learning program described in this research focuses on to address how to create meanings of visual content that is important to express information visually, and includes three exercises based on perception, visual variables, and signification. The Web CMS to publish student works and share in class helps enhance students’ reflection. We also developed a rubric as an assessment device for students’ outcomes. The content of the learning program and its implementation are described with the support of observational data.
“Considering some deficiency of college students’ innovative project construction and general lack of innovation incubation platform, this paper puts forward a framework of Blackboard-based multimedia innovation practice platform. Logically, the platform contains three correlated layers: the multimedia literacy layer (foundation), incubation layer (core) and innovation practice layer (goal). From the perspective of multimedia literacy, the function of the platform is designed. Several years of practices have proved that the building of the platform is helping and motivating more and more college students to step on the way of innovation practice.”
“It is critical for college students to know about intellectual property and copyright and the proper use of images, text, audio and graphics in the digital world, but most undergraduate students have little understanding of what copyright involves and why we want them to learn about it. We will share our experience working with teaching faculty to plan and implement a program focused on teaching IT undergraduates about digital responsibilities and rights using library 2.0 instruction tools, including Clicker, Prezi, LibGuide, SlideShare, and BlackBoard.”