Page 230 - Journal of Library Science in China, Vol.47, 2021

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Extended English abstracts of articles published in the Chinese edition of Journal of Library Science in China, Vol.47, 2021 229

reference for the dissemination and research of traditional cultures.
Although the IIIF framework is still being improved, it does not affect the technology that
has become a hot spot pursued by cultural heritage institutions. The combination of IIIF and AI
will usher in a new era of digital humanities research and jointly help the effective protection,
inheritance and research of image resources in cultural heritage.

Review and outlook of data visualization literacy

HUO Chaoguang & LU Xiaobin 〇a*

For library and information science(LIS), literacy is an important research domain, such as
information literacy and data literacy, both improving the impact of LIS on society. Especially,
libraries and librarians can always act as good leaders to drive the research, education, and
application of literacy. Utilizing the source of library fully to promote citizens’ literacy has been
a duty and opportunity for libraries to serve the society. With the literacy elements of literacy,
data visualization literacy becomes a new direction of literacy research and education, proposed
by Katy Borner in PNAS, and a new research topic nominated to LIS by big data, because
data visualization literacy is one basic literacy for people in the era of the data economy. Data
visualization literacy aims to explore and discover the value of big data and make data sense in
visualization. The data range and significance in data visualization literacy are different from those
in media literacy, visual literacy, visualization literacy, and information literacy.
The rest of the paper is organized into five sections. Section Ⅰ depicts the development process
of data visualization literacy, from visual literacy, visual information literacy, visual literacy
standards to visualization literacy, and compares the differences among these conceptions
about visualization literacy. Section Ⅱ gives the ability framework of data visualization literacy,
such as insight needs, data scales, analyses, visualizations, graphic symbols, graphic variables,
interactions, and programming, etc. Section Ⅲ presents the forging mechanism of data
visualization literacy—how cognition is forged with encountering visualization, floundering
on visualization, constructing a frame, exploring visualization, questioning the frame, etc, and
the forging process of data visualization literacy—how ability is accumulated when insight
needs, acquire data, analyse, visualize, interactive deploy, and interpret. Section Ⅳ concludes
the test theory, such as Evidence Centred Design & Item Response Theory, the dimensions, the
methods, and the visualizations of data visualization literacy measurement.

In Section Ⅴ, an integrated research framework of data visualization literacy is constructed,
covering education, research, and application. The integrated research framework we proposed
aims to strengthen the literacy elements, forging and measurement, and contribute to the

* Correspondence should be addressed to LU Xiaobin, Email: luxb@ruc.edu.cn, ORCID: 0000-0002-2866-4509.