| 霍朝光,卢小宾.数据可视化素养研究进展与展望[J].中国图书馆学报,2021,47(2):79~94 |
| Review and Outlook of Data Visualization Literacy |
| 数据可视化素养研究进展与展望 |
| Received:January 13, 2020 Revised:September 04, 2020 |
| DOI： |
| Key words:Data visualization Data literacy Data value Big data |
| 中文关键词: 数据可视化 数据素养 数据价值 大数据 |
| 基金项目:本文系国家自然科学基金重大研究计划“基于知识关联的金融大数据价值分析、发现及协同创造机制”（编号:91646206）和国家自然科学基金青年项目“基于广度学习的学科主题演化预测研究”（编号:72004221）的研究成果之一 |
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| Abstract: |
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=1\*ROMAN 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 exploration in influence factor,education pattern,promotion strategy and assessment. Meanwhile,we emphasize security,right,and ethics as the important base of data visualization literacy,and look into the future of the research. As far as we can see,data visualization literacy will make a significant impact on LIS,especially for library science,data science,and digital humanities. It will be a new research and education direction in LIS. In the view of the application,data visualization literacy will play an excellent role in business development and service promotion for libraries,and contribute to the construction of smart libraries in ways of visualizing data source and knowledge source,intelligent recommendation,accelerating the acquirement and adoption of knowledge. Data visualization literacy will contribute to the pattern of data driven knowledge discovery rooted the library. Some suggestions are provided for data visualization literacy education,research,and application in China. 5 figs. 2 tabs. 64 refs.
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| 中文摘要: |
数据可视化素养是数据经济时代公民应具备的基本素养之一,是大数据情境下素养研究和教育的新方向,是时代赋予LIS学科的新命题。本文系统梳理数据可视化素养的发展脉络和框架要素,探讨数据可视化素养的锻造机理和锻造流程,阐述数据可视化素养科学测量的理论依据、测量维度和素材选择等核心问题。在此基础上,从科研、教育和应用三个维度提出数据可视化素养的整合研究框架,强化数据可视化安全、产权、伦理等数据可视化素养根基意识,并重点剖析了其对学科发展的促进作用和在图书馆领域的应用前景,以期为我国数据可视化素养的研究、教育和应用提供参考。图5。表2。参考文献64。
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