From pixels to practices: Reconceptualizing visualization literacy

Inspired by work in literacy theory and work in visualization literacy across many fields, we propose a new conceptualization of visualization literacy that includes three components: visualization competencies, visualization comprehension processes, and visualization practices. Visualization competencies refer to cognitive skills or abilities related to working with visualizations, such as reading bar charts, designing formal visualizations, and critical thinking about line graphs. Visualization comprehension processes refer to the cognitive processes that take place as an individual encounters and works with a visualization. Visualization practices refer to the ways visualizations are used in real-world contexts. By introducing this terminology, we seek to clarify the definition of visualization literacy and the types of engagement that it does (and does not) encompass. In doing so, we hope to highlight opportunities for future work to explore how visualization curricula and assessments can support visualization practices in real-world contexts.