Need for a Multidimensional Framework of Visualization Competencies To Support Conceptual Clarity and Valid Measurement

Abstract

The competencies—knowledge, skills, and abilities—associated with interpreting a visualization should be defined separately from those necessary for constructing a visualization. Although literacy is an apt analogy for the former, it is not apt for the latter. A multidimensional conceptual framework is needed to adequately define the competencies necessary for visualization construction and workshop activities can be a starting point for its development. Such a framework can provide an organizing structure for curriculum development, inform measure development, and promote consistent visualization terminology across disciplines. Visualization learner needs vary widely. However, learners with similar sets of goals may be broadly classified into phenotypes by specifying the level of mastery they will need for each dimension of the framework. Comparison is made to the concept of health literacy as a means of identifying and avoiding conceptual and measurement pitfalls.