[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601021-105":59,"doc-detail-601021-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","emerging-visual-literacy-through-enactments-by-visual-analytics-and-students-research","Emerging Visual Literacy through Enactments by Visual Analytics and Students - Research","","Investigating visual literacy in social science secondary classrooms, the paper examines what visual processes emerge when teachers and students interact with a visual analytics application. Visual technology introduces new literacy demands as learning complexity increases and visual reading enforces order and relevance. Using a socio-material semiotic approach within an early design-based research cycle, interventions were conducted in five Swedish classes. Analyses show interactions are strengthened and weakened by social and material forces, often causing quick or locked vision. Results argue for didactic alignment and knowledge of how interfaces attract attention and shape visual literacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/emerging-visual-literacy-through-enactments-by-visual-analytics-and-students-research/601021/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/emerging-visual-literacy-through-enactments-by-visual-analytics-and-students-research/601021.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper investigate about visual literacy?","Question",{"text":112,"@type":113},"It investigates the potential aspects of visual literacy that emerge when visual analytics and students interact in secondary social science classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research approach and setting are used?",{"text":117,"@type":113},"A design-based research approach is used, applying interventions in five classes in three secondary schools in Sweden, with 97 students.",{"name":119,"@type":110,"acceptedAnswer":120},"How do visual analytics interactions affect students’ visual attention?",{"text":121,"@type":113},"The socio-material analyses show interactions are strengthened and weakened by social and material forces, with visual properties like movement, highlighting, and color sometimes leading to quick vision or locked vision.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601021,1792210604,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Bodén, U., & Stenliden, L. (2019). Emerging Visual Literacy through Enactments by Visual Analyticsand Students. Designs for Learning, 11(1),40–51. DOI: [https://doi.org/10.16993/dfl.108](https://doi.org/10.16993/dfl.108)  \n\n| RESEARCH\u003Cbr>Emerging Visual Literacy through Enactments by Visual Analyticsand Students\u003Cbr>Ulrika Bodénand LinnéaStenliden |\n| --- |\n| This paper investigates the potential aspects of visual literacy that might appear when visual analyticsand students interact in social science secondary classrooms. Interacting with visual technology likely demands new forms of literacy as various dimensions of complexity emerge in such learning activities where reading imposes order and relevance on what is displayed. However, only a few studies have evaluated how these visual processes emerge. Applying a socio-material semiotic approach, this paper examines the interactions between teachers, students and a visual analytics application, clarifying what strengthens or weakens the socio-material relations at work in emerging visual literacy. Methodologically, a designbased research approach is chosen. Notably, it is the early stages of the designed-based research cycle that are applied. Interventions were designed and conducted in five classes in three secondary schools in Sweden (97 students). The visual analytics application introduced was Statistics eXplorer. For each class, two to three lessons were video recorded to capture how the students interacted with the application. The socio-material analyses show that the interactions between the visual analytics and the students were both strengthened and weakened by different social as well as material forces. The actions were directed by visual properties such as movement, highlighting, and color, properties that often resulted in quick vision or locked vision. This paper argues that there needs to be a close didactic alignment and deeper knowledge of how visual interfaces attract students’ attention and how students’ visual literacy emerges in that relationship. |\n| Keywords: Visual literacy; visual analytics; K12 students; socio-material relations; social science education; didactic design |\n\nIntroduction  \nIn contemporary culture, interpreting information from any source, especially visual sources, is a crucial skill that requires developing visual literacy (Avgerinou & Pettersson, 2011) . For Glazer (2011, p. 184), the growing use of information and technology requires using visual data in the form of graphs and tables. Although students often are both consumers and producers of digital visual media, they are not always skilled at interpreting visual texts, diagrams and graphs and communicating their understandings. Moreover, developing these skills is difficult. These skills require a certain level of analytical reasoning, critical thinking, and reflection. Although not new, these higher level thinking skills and learning skills have become more important (Glazer, 2011). These skills require discussion and practice (Roberts & Philip, 2006) . However, teachers often lack the knowledge and resources to integrate visual literacy into their classrooms. Furthermore, teachers often assume students already know how to interpret visual data (Bowen &  \nDepartment of Social and Welfare Studies (ISV, Linköping University, SE Corresponding author: Ulrika Bodén ([ulrika.boden@liu.se](ulrika.boden@liu.se))  \nRoth, 2005) . For example, teachers may assume that students immediately can grasp the meaning of diagramsand graphs even though reading a diagram is a learned skill (Glazer, 2011). This complex activity often results in misinterpretations of a graph’s characteristics, a graph’s content and a viewer’s prior knowledge (Bowen & Roth, 2005; Glazer, 2011; Janvier, 1998; Stenliden, 2014) .  \nIn addition, visual media such as visual analytics (VA) has transformed how data are handled and analyzed. VA offers interactive diagrams and graphs that move and change as they are displayed on","cbCaipOT2EAggXr1","https://ap.wps.com/l/cbCaipOT2EAggXr1","pdf",1567938,12,"English","# Introduction\n## Visual literacy as a learning skill\n## Visual analytics and interactive graphs\n## Teacher support and didactic alignment","[{\"question\":\"What does the paper investigate about visual literacy?\",\"answer\":\"It investigates the potential aspects of visual literacy that emerge when visual analytics and students interact in secondary social science classrooms.\"},{\"question\":\"What research approach and setting are used?\",\"answer\":\"A design-based research approach is used, applying interventions in five classes in three secondary schools in Sweden, with 97 students.\"},{\"question\":\"How do visual analytics interactions affect students’ visual attention?\",\"answer\":\"The socio-material analyses show interactions are strengthened and weakened by social and material forces, with visual properties like movement, highlighting, and color sometimes leading to quick vision or locked vision.\"}]","Emerging Visual Literacy through Enactments by Visual Analytics and Students - Research | PDF",1792091823]