NonFiction Graphic Novels

By Ann Morgester
 
We live in a world of memes and 45 second sound bites. How can we determine if the data that is being presented is accurate and worth our time? This session on Data Visualization Strategies in the Age of Fake News was powerful. The presenters define Data Visualization as using charts, graphs, or other visual forms to communicate (mostly quantitative) data or information. The addition of a visual element contributes additional insight, understanding, or patterns and is not merely decorative.
 
The key concepts covered were statistics and data comprehension, data as argument, and data visualization.
 
The first thing to understand is that different types of visualization work better for different types of data. Here are the critical questions to ask relating to any data visualization you are evaluating or creating from the book Creating Data Literate Students. 
Who

• Who has created the visual components (often a graphic designer)? What can you find out about his or her credentials that suggests expertise in the issue being described?
• Who collected, analyzed, and published the data?
• What perspective or objectives might the creator or organizational sponsor represent?

What

• Try to summarize the thesis — or big takeaway — of this graphic. What does the creator want you to think? Is the goal to persuade, sell, or inform? Who is the storyteller?
• Is there an alternative explanation?
• What information is missing?
• Is the claim plausible based on what you know? Can you do an Internet search and find a trusted source to corroborate the findings?

When

• When was the chart or graph created? Is it different from the publication date of the visualization and/or the article/post in which the visualization appears?
• When was the source data collected? Is it reasonably current? If not, consider the implication of using old data to make new claims.

Where

• Where did the data come from? Was the data collected by a research team at a university? A non-profit? What else have they published on this topic? Does knowing the source change the context?
• Where is the data visualization published; does it suggest an agenda?

Why/How

• How might I better understand this topic? What context or background information is required?
• How does the author or organization’s perspective affect the interpretation of the data?

 
The second thing that the group covered was the importance of teaching students to not only read and evaluate data visualizations but teaching them to create effective data visualizations that tell a story, present an argument, and/or present an interpretation of the data.

Presenters:KRISTIN FONTICHIARO
font@umich.edu | @activelearning
 
MELISSA P.  JOHNSTON
mjohnsto@westga.edu | @melissajslmprof
 
TASHA BERGSON-MICHELSON
iteachawesome@gmail.com | @researchwell
 
Books:You can access PDF versions of the books at the links belowData Literacy in the Real WorldCreating Data Literate Students