This paper aims to explore what design aspects can support data visualization literacy within science museums.
The qualitative study thematically analyzes video data of 11 visitor groups as they engage with reading and writing of data visualization through a science museum exhibition that features real-time and uncurated data.
Findings present how the design aspects of the exhibit led to identifying single data records, data patterns, mismeasurements and distribution rate.
The findings preface how to study data visualization literacy learning in short museum interactions.
Practically, the findings point toward design implications for facilitating data visualization literacy in museum exhibits.
The originality of the study lays in the way the exhibit supports engagement with data visualization literacy with uncurated data records.
Funding: This material is based upon work supported by the National Science Foundation under Grant No. 1713567 awarded to PI Katy Börner, co-PI Joe Heimlich, co-PI Bryan Kennedy, and co-PI Kylie Peppler. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Peppler, K., Keune, A. and Han, A. (2021), "Cultivating data visualization literacy in museums", Information and Learning Sciences, Vol. 122 No. 1/2, pp. 1-16. https://doi.org/10.1108/ILS-04-2020-0132
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