Reading Isotype

Lupton, Ellen

doi:10.5040/9781474282888.0013

Cited by 6 publications

(8 citation statements)

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“…Based on empiricism and an optimistic vision of the highly successful at the time medium of photography, its visual characteristics were considered objective and neutral: "reduced conventionalized schemes of direct experience", stylizations of frontal photographs, "a neutral mode of expression" [16] (p. 148). Those "iconic" forms of representation were supposed to resemble natural objects, thus summarizing the phenomenon under observation and the subject of the chart, so that the reader could instantly understand what the diagram was about, before even considering the numbers.…”

Section: Visualizing Numbers Communicating Topicsmentioning

confidence: 99%

Infographics as Images: Meaningfulness beyond Information

Burgio¹,

Moretti²

2017

Proceedings of the International and Interdisciplinary Conference IMMAGINI? Brixen, Italy, 27–28 November 2017.

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Abstract:What kind of images are data visualizations? Are they mere abstract transformations of numerical data? Should they reduce the phenomenal world into a set of pre-codified shapes? Or can they represent natural phenomena through figurative strategies? What is the boundary between useless decoration, narrative illustration and helpful visual metaphors? Through post-design reflections on a visual journalism project, the paper focuses on the context-dependent role of images in data visualization.

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Section: Visualizing Numbers Communicating Topicsmentioning

confidence: 99%

Infographics as Images: Meaningfulness beyond Information

Burgio¹,

Moretti²

2017

Proceedings of the International and Interdisciplinary Conference IMMAGINI? Brixen, Italy, 27–28 November 2017.

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“…Non-information literate audiences may also be more likely to believe information presented in infographics even though source material may be questionable and/or non-existent. According to Ellen Lupton (1989), "Statistics promote the objectivity of numbers while suppressing an interest in explanation" (p. 151). For instance, if we say in this chapter that 80% of all academic librarians are female, most information literate people would want to know the source of the data.…”

Section: Consumptionmentioning

confidence: 99%

Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way

Laskin

Haller

2016

Information Literacy: Research and Collaboration Across Disciplines

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When we began discussing our vision for a collection on information literacy (IL), our initial conversations revolved around the incredible amount of scholarship and practice that already existed in both Writing Studies (WS) and in Library/Information Science (LIS). Yet, while librarians, writing faculty, and other disciplinary faculty had presented and/or published together, there was still not enough cross-over in disciplinary literature addressed to both faculty and librarian audiences.One of our goals for this collection, then, was to bring together the rich scholarship and pedagogy from multiple perspectives and disciplines to provide a broader and more complex understanding of IL in the second decade of the 21st century. Further, we hoped that a collection that bridged the disciplinary divide would advance the notion of shared responsibility and accountability for the teaching, learning, and research of IL in the academy: faculty, librarians, administrators, and external stakeholders such as accrediting agencies and the businesses/industries that employ our graduates.As we issued the call for contributions for the collection, our view of IL was guided by the Association of College & Research Libraries (ACRL) Information Literacy Standards for Higher Education (IL Standards) which defines IL as the ability to "determine the extent of information needed, access the needed information effectively and efficiently, evaluate information and its sources critically, incorporate selected information into one's knowledge base, use information effectively to accomplish a specific purpose, understand the economic, legal and social issues surrounding the use of information, and access and use information legally" (ACRL, 2000). Widely cited since its formal approval by the ACRL Board, the IL Standards has seen widespread acceptance by librarians, faculty, administrators, and accrediting bodies. As a result, librarians and faculty have created strong partnerships to develop pedagogy related to IL and the IL Standards have been adapted to meet disciplinary contexts.However, the IL Standards also have faced considerable criticism as both research and practice began to highlight and illustrate the shortcomings of a standards-and competencies-based approach. Critiques of the IL Standards, theoretically and research-based, have focused on the de-contextualized nature of standards that potentially emphasize a prescribed set of skills. ResearchThe Framework for IL draws upon both threshold concepts (foundational concepts within a discipline that serve as portals to thinking and practice) and the concept of metaliteracy (Mackey & Jacobson, 2011;. Metaliteracy presents a vision for IL as an overarching literacy that places students in the role of both consumer and producer of information within today's collaborative information environments. Metaliteracy also emphasizes four domains of engagement within the information environment: behavioral, affective, cognitive, and metacognitive with metacognition as particularly important for...

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“…To make his charts of statistical information on social and economic concerns accessible to a mass audience, irrespective of language or education level, Neurath founded innovative museums across Europe, beginning with The Museum for Housing and Town Planning in Vienna (1923Vienna ( -1925 and subsequently The Social and Economic Museum in Vienna (1925Vienna ( -1934, The International Foundation for Visual Education at The Hague (1933)(1934)(1935)(1936)(1937)(1938)(1939)(1940), and finally, the Isotype Institute Ltd. at Oxford in 1942 2 [11]. After Neurath's death in 1945, his wife, Marie, continued their work at the Institute until her retirement in 1972 3 [12].…”

Section: Revisiting Isotypementioning

confidence: 99%

Increasing Accessibility with a Visual Sign System: A Case Study

Winn

2014

Journal of Technical Writing and Communication

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Visual sign systems have become an essential means of communication in places where large numbers of people of different nationalities gather, such as at international airports and the Olympic Games. That they can effectively increase accessibility among users not necessarily sharing a common language speaks to their potential usefulness in other situations. A homeless shelter in a western North Carolina community received funding to build a new facility. With the clientele's widely diverse communication abilities, including those who are illiterate or have limited reading skills, those who are non-native speakers knowing little to no English, and those who are coming from different cultural contexts, a visual sign system was designed to facilitate navigation for all visitors. Using Peirce's theory of signs, Neurath's ISOTYPE, and the least action principle borrowed from physics as a framework, this case study shows how the signs were designed and usability tested to ensure increased accessibility.

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Reading Isotype

Cited by 6 publications

References 0 publications

Infographics as Images: Meaningfulness beyond Information

Infographics as Images: Meaningfulness beyond Information

Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way

Increasing Accessibility with a Visual Sign System: A Case Study

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