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| Main Authors: | , , , , , , |
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| Format: | Preprint |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2509.01018 |
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| _version_ | 1866912563330023424 |
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| author | Varona, Matthew Bonilla, Karen Hedayati, Maryam Joshi, Alark Harrison, Lane Kay, Matthew Nobre, Carolina |
| author_facet | Varona, Matthew Bonilla, Karen Hedayati, Maryam Joshi, Alark Harrison, Lane Kay, Matthew Nobre, Carolina |
| contents | Research in visualization literacy explores the skills required to engage with visualizations. This state-of-the-art report surveys the current literature in visualization literacy to provide a comprehensive overview of the field. We propose a taxonomy of visualization literacy that organizes the field into competency themes and research categories. To address ambiguity surrounding the term ``visualization literacy'', we provide a framework for operationalizing visualization literacy based on application contexts (including domain, scenario, and audience) and relevant competencies, which are categorized under consumption, construction, critique, and connection. Research contributions are organized into five categories: ontology, assessment, mechanisms, populiteracy, and intervention. For each category, we identify key trends, discuss which competencies are addressed, highlight open challenges, and examine how advancements within these areas inform and reinforce each other, driving progress in the field. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2509_01018 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | The State of the Art in Visualization Literacy Varona, Matthew Bonilla, Karen Hedayati, Maryam Joshi, Alark Harrison, Lane Kay, Matthew Nobre, Carolina Human-Computer Interaction Research in visualization literacy explores the skills required to engage with visualizations. This state-of-the-art report surveys the current literature in visualization literacy to provide a comprehensive overview of the field. We propose a taxonomy of visualization literacy that organizes the field into competency themes and research categories. To address ambiguity surrounding the term ``visualization literacy'', we provide a framework for operationalizing visualization literacy based on application contexts (including domain, scenario, and audience) and relevant competencies, which are categorized under consumption, construction, critique, and connection. Research contributions are organized into five categories: ontology, assessment, mechanisms, populiteracy, and intervention. For each category, we identify key trends, discuss which competencies are addressed, highlight open challenges, and examine how advancements within these areas inform and reinforce each other, driving progress in the field. |
| title | The State of the Art in Visualization Literacy |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2509.01018 |