A Multiliteracy Model for Interactive Visualization Literacy: Definitions, Literacies, and Steps for Future Research

2026-02-10

AI Summary

This study addresses a critical gap in current research on visualization literacy, which has largely overlooked the central role of interaction in data visualization and the associated cognitive and operational challenges it introduces. To bridge this gap, the work proposes a novel two-dimensional multi-literacy theoretical model that systematically incorporates an interaction dimension into the visualization literacy framework for the first time. The model integrates four established literacy types and introduces five newly defined interaction-related literacies. Its validity is substantiated through theoretical derivation, structured analysis of existing systems, and exploratory user observations. By expanding the boundaries of traditional visualization literacy, this research establishes a clear pathway for future efforts in measuring and assessing interactive visualization literacy, as well as informing the design of interactive visualization systems and pedagogical practices.

Technology Category

• Cognitive Modeling & Cognitive Systems: Social Cognition And Interaction
• Data Mining & Knowledge Management: Data Visualization & Summarization
• Knowledge Representation and Reasoning: Geometric, Spatial, and Temporal Reasoning

Application Category

• Web Mining and Content Analysis: Web data visualization
• Semantics and Knowledge: Data modeling to support human-machine intelligence, including LLMs agents, intelligent system behavior, explanations, and user-friendly interactions
• User Modeling, Personalization and Recommendation: Explainable and interpretable methods for personalization

Abstract

This paper presents a theoretical model for interactive visualization literacy to describe how people use interactive data visualizations and systems. Literacies have become an important concept in describing modern life skills, with visualization literacy generally referring to the use and interpretation of data visualizations. However, prior work on visualization literacy overlooks interaction and its associated challenges, despite it being an intrinsic aspect of using visualizations. Based on existing theoretical frameworks, we derive a two-dimensional model that combines four well-known literacies with five novel ones. We found evidence for our model through analyzing existing visualization systems as well as through observations from an exploratory study involving such systems. We conclude by outlining steps towards measuring, evaluating, designing for, and teaching interactive visualization literacy.

Problem

• interactive visualization literacy
• visualization literacy
• human-computer interaction
• data visualization
• multiliteracy model

Innovation

• interactive visualization literacy
• multiliteracy model
• visualization interaction
• theoretical framework
• user study