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Bodén, U. & Stenliden, L. (2019). Emerging Visual Literacy through Enactments by Visual Analytics and Students. Designs for Learning, 11(1), 40-51
Open this publication in new window or tab >>Emerging Visual Literacy through Enactments by Visual Analytics and Students
2019 (English)In: Designs for Learning, ISSN 1654-7608, Vol. 11, no 1, p. 40-51Article in journal (Refereed) Published
Abstract [en]

This paper investigates the potential aspects of visual literacy that might appear when visual analytics and 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 design-based 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.

Place, publisher, year, edition, pages
Stockholm University Press, 2019
Keywords
Visual literacy, visual analytics, K12 students, socio-material relations, social science education, didactic design
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-164293 (URN)10.16993/dfl.108 (DOI)
Funder
Swedish Research Council, 2015-01280
Available from: 2020-03-15 Created: 2020-03-15 Last updated: 2020-04-02Bibliographically approved
Stenliden, L., Bodén, U. & Nissen, J. (2019). Students as Producers of Interactive Data Visualizations-Digitally Skilled to Make Their Voices Heard. Journal of Research on Technology in Education, 51(2), 101-117
Open this publication in new window or tab >>Students as Producers of Interactive Data Visualizations-Digitally Skilled to Make Their Voices Heard
2019 (English)In: Journal of Research on Technology in Education, ISSN 1539-1523, E-ISSN 1945-0818, Vol. 51, no 2, p. 101-117Article in journal (Refereed) Published
Abstract [en]

The study explores students production of interactive visualized stories with visual analytics (VA). The aim is to understand emerging interactions in classrooms of grades 7-9 students when visual storytelling methods are playing a part in producing social science content. The dual aspects of visual literacy, information retrievement paired with the creation of interactive visualized stories, are crucial. Video captures of students working in groups and of what happens on their screens are conducted. The results show that students can handle the technical aspects of a VA application, but interpretation of visualized statistics is challenging. The study suggests that VA has potential to strengthen students ability to handle huge amounts of data and increase the possibilities for young people to take part in society.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2019
Keywords
digital technology; digital skills; democracy; civic knowledge; social science education; visual analytics; visual storytelling; visual literacy; digital literacy
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-159077 (URN)10.1080/15391523.2018.1564636 (DOI)000474212300001 ()
Funder
Vinnova, 2015-04591
Available from: 2019-07-22 Created: 2019-07-22 Last updated: 2020-03-18Bibliographically approved
Bodén, U. & Stenliden, L. (2018). Emerging Visual Literacy through Enactments by Visual Analytics and Students. In: Guribye, F., Åkerfeldt, A., Bergdal, N., Cerratto-Pargam, T., Selander, S. & Wasson, B. (Ed.), 6th international Designs for Learning conference: Design & Learning-Centric Analysis (23–25th May 2018), Bergen, Norway. Paper presented at 6th international Designs for Learning conference: Design & Learning-Centric Analysis, Bergen, Norway, 23–25th May, 2018 (pp. 23). Bergen, 1
Open this publication in new window or tab >>Emerging Visual Literacy through Enactments by Visual Analytics and Students
2018 (English)In: 6th international Designs for Learning conference: Design & Learning-Centric Analysis (23–25th May 2018), Bergen, Norway / [ed] Guribye, F., Åkerfeldt, A., Bergdal, N., Cerratto-Pargam, T., Selander, S. & Wasson, B., Bergen, 2018, Vol. 1, p. 23-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper aims to explore how visual literacy emerges when visual analytics and students enact 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 become a way to impose order and relevance on what is displayed. However, there is a lack of research how these visual processes emerge. By applying a socio-material semiotic approach, the interactions between teachers, students and a visual analytics application are followed. The paper clarifies what might strengthen or weaken the socio-material relations at work in emerging visual literacy. This design-based study was conducted in five classes in three secondary schools in Sweden, with 97 students. The visual analytics application introduced was Statistics eXplorer. Each class were followed two to three lessons by a video recording program that captured both the students and the actions at the computer screen. The socio-material analyses show that the enactments 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 as movement, highlighting and color. Connecting to the students these often produced a quick vision or a "locked" vision. The paper argues for close didactic alignment and deeper knowledge of how the visual interface attracts human (students’) attention and how students’ visual literacy ablilites may emerge in that relation.

Place, publisher, year, edition, pages
Bergen: , 2018
Series
SLATE Report 2018-1
Keywords
visual literacy, visual analytics, K12 students, socio-material relations, social science education, didactic design
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-165220 (URN)9788280884169 (ISBN)
Conference
6th international Designs for Learning conference: Design & Learning-Centric Analysis, Bergen, Norway, 23–25th May, 2018
Funder
Swedish Research Council, 2015-01280
Available from: 2020-04-20 Created: 2020-04-20 Last updated: 2020-04-24Bibliographically approved
Stenliden, L., Bodén, U. & Nissen, J. (2017). Innovative Didactic Designs: visual analytics and visual literacy in school. Journal of Visual Literacy, 37(3-4), 184-201
Open this publication in new window or tab >>Innovative Didactic Designs: visual analytics and visual literacy in school
2017 (English)In: Journal of Visual Literacy, ISSN 1051-144X, Vol. 37, no 3-4, p. 184-201Article in journal (Refereed) Published
Abstract [en]

In a world of massively mediated information and communication, students must learn to handle rapidly growing information volumes inside and outside school. Pedagogy attuned to processing this growing production and communication of information is needed. However, ordinary educational models often fail to support students, trialing neither efficient tools such as visual analytics (VA) nor educational improvements via, for example, knowledge visualization (KV). This paper accordingly explores the facilitation and realization of teachers’ development of innovative didactic designs, that is, thoroughly conceived lesson plans in which VA and KV are combined in learning activities in school settings. The aim is to clarify vital components emerging in innovative didactic designs intended to support students’ visual literacy, knowledge construction and visualize knowledge. These components are central to better understanding future outcomes in classrooms where visual learning tools are applied. This design-based research emerged from a ‘teacher researcher team’ comprising 15 teachers and four researchers, VA, theory, etc. Actor network theory, applied in analyzing significant issues and developments, revealed that teachers were aware not only to concentrate learning how to use VA but also considering how students can demonstrate growing knowledge – a more challenging tasks than simply introducing VA for students and teachers.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Information visualization, visual analytics, visual literacy, knowledge visualization, design-based research, innovative pedagogy, social science education
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-164350 (URN)10.1080/1051144X.2017.1404800 (DOI)
Funder
Swedish Research Council, 2015-01280Wallenberg Foundations, 2014.0120
Available from: 2020-03-19 Created: 2020-03-19 Last updated: 2020-03-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6426-6957

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