Reading Isotype

Lupton, Ellen

doi:10.2307/1511484

Cited by 41 publications

(8 citation statements)

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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 8. Approximating the University: The Information Literacy Practices of Novice Researchers

Gocsik

Braunstein

Tobery

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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Section: Consumptionmentioning

confidence: 99%

Chapter 8. Approximating the University: The Information Literacy Practices of Novice Researchers

Gocsik

Braunstein

Tobery

2016

Information Literacy: Research and Collaboration Across Disciplines

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“…A ampla difusão dos pictogramas, transformados em sinais onipresentes da experiência do mundo moderno, sedimentou a impressão de uma "linguagem natural", já não dependente de interpretação (LUPTON, 1999). Sua simplicidade formal e sua pretensa legitimidade representacional acabam por sugerir que tais imagens guardam relações diretas com seus referentes, como se coubesse a um sistema intencionalmente projetado tal nível de independência (LUPTON, 1986). De sua função retórica e de seu efeito sintetizador -decorrentes de elementos formais desprovidos de detalhes e ornamentos -pode-se depreender um sentido de objetividade e realismo muito alinhados aos cânones da modernidade, com foco na mais alta eficiência comunicacional.…”

Section: Os Pictogramas Como Design De Informaçãounclassified

Semiótica para o design de informação: estudo dos pictogramas olímpicos de 2016

Scoz¹,

Motta²,

Oliveira³

2015

Proceedings of the 7th Information Design International Conference

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A semântica dos objetos do design tem importância crescente na contemporaneidade. Diante das novas tecnologias, da digitalização dos dados e da virtualização das interações IntroduçãoNas pesquisas em design gráfico, é crescente a preocupação com a inteligibilidade dos sistemas de comunicação visual. No domínio das interfaces gráficas, por exemplo, tomadas enquanto lócus de síntese entre o objeto, seu usuário e as possíveis interações, disciplinas como a ergonomia cognitiva e a engenharia computacional parecem especialmente interessadas na identificação de parâmetros e diretrizes gerais que garantam uma maior eficiência na recepção e processamento das informações durante o uso, com vistas ao aprimoramento da usabilidade dos sistemas e artefatos projetados. Em linhas gerais, estes parâmetros buscam tornar mais direta e eficaz a comunicação entre o produto (seus assets, como no caso de uma interface computacional de um software) e seu usuário. Por esta perspectiva e segundo estes parâmetros, pode-se inferir que uma interface adequada seria aquela que promovesse de maneira mais

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“…: 452 Uebel ed. 1991), economics (Leonard 1998(Leonard , 1999, art history and design studies (Lupton 1986, Vossoughian 2008, Kraeutler 2008. According to Leonard (1999, p. 467), "the basic principle [of Neurath's Isotype] was that one symbol meant a given number -for example, 1 million soldiersand larger and smaller quantities were represented by, respectively, more and less symbols.…”

Section: Visual Representations Of Pittsburgh In Parallel With Textsmentioning

confidence: 99%

Economics for the Masses: The Visual Display of Economic Knowledge in the United States (1910-45)

Charles¹,

Giraud²

2013

History of Political Economy

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The rise of visual representation in economics textbooks after WWII is one of the main features of contemporary economics. In this paper, we argue that this development has been preceded by a no less significant rise of visual representation in the larger literature devoted to social and scientific issues, including economic textbooks for non-economists as well as newspapers and magazines. During the interwar era, editors, propagandists and social scientists altogether encouraged the use of visual language as the main vehicle to spread information and opinions about the economy to a larger audience. These new ways of visualizing social facts, which most notably helped shape the understanding of economic issues by various audiences during the years of the Great Depression, were also conceived by their inventors as alternative ways of practicing economics: in opposition to the abstraction of "neoclassical" economics, these authors wanted to use visual representation as a way to emphasize the human character of the discipline and did not accept the strict distinction between the creation and the diffusion of economic knowledge. We explore different yet related aspects of these developments by studying the use of visual language in economics textbooks intended for non-specialists, in periodicals such as the Survey, a monthly magazine intended for an audience of social workers, the Americanization of Otto Neurath's pictorial statistics and finally the use of those visual representations by various state departments and administrations under Roosevelt's legislature (including the much-commented Historical Section of the Farm Security Administration). We show how visualizations that have been created in opposition to neoclassical economics have lost most of their theoretical content when used widely for policy purposes while being simultaneously integrated into the larger American culture. It is our claim that those issues, which are familiar to those involved in cultural and visual studies, are also of crucial importance to apprehend the later developments of modern economics.

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Reading Isotype

Cited by 41 publications

References 0 publications

Chapter 8. Approximating the University: The Information Literacy Practices of Novice Researchers

Chapter 8. Approximating the University: The Information Literacy Practices of Novice Researchers

Semiótica para o design de informação: estudo dos pictogramas olímpicos de 2016

Economics for the Masses: The Visual Display of Economic Knowledge in the United States (1910-45)

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