6533b86dfe1ef96bd12c968f

RESEARCH PRODUCT

What is visual-numeric literacy, and how does it work?

Elise Seip Tønnessen

subject

Computer sciencemedia_common.quotation_subject05 social sciences020207 software engineering02 engineering and technology050905 science studiesLiteracyVDP::Humaniora: 000Work (electrical)ComputingMilieux_COMPUTERSANDEDUCATION0202 electrical engineering electronic engineering information engineeringMathematics education0509 other social sciencesmedia_common

description

This article explores the concept of literacy related to the use of data visualizations. Literacy is here understood as the ability to make sense from semiotic resources in an educational context. Theoretically the discussion is based in social semiotic theory on multimodality in the tradition of New Literacy Studies. Empirical examples are taken from observations in two Social Science classrooms in upper secondary school in Norway, where the students work with publicly available data visualizations to answer tasks designed by their teacher. The discussion sums up factors that affect reading and learning from such complex resources: taking time to explore axis system, variables, and digitally available options; questioning data; and contextualizing results.

yearjournalcountryeditionlanguage
2020-04-16
https://doi.org/10.2307/j.ctvzgb8c7.18