🤖 AI Summary
Prior visualization research has predominantly examined framing’s rhetorical effects on audiences, overlooking its central role in the design process itself. Method: This study conducts the first systematic qualitative analysis of reflective narratives from over 80 professional visualization designers drawn from podcasts and book chapters, employing thematic coding across heterogeneous sources to identify recurring patterns and iterative dynamics of framing. Contribution/Results: We reveal framing as a pervasive, recursive strategic activity across problem scoping, data interpretation, and narrative structuring. The study identifies critical triggers for frame revision—including stakeholder conflicts and data unexpectedness—as well as corresponding designer strategies. Framing is thus established as an intrinsic strategic dimension of visualization design, shifting the field’s emphasis from technical implementation toward design judgment and strategic reasoning. These findings provide empirically grounded theoretical foundations for pedagogy and the development of human-AI co-design tools.
📝 Abstract
Framing -- how designers define and reinterpret problems, shape narratives, and guide audience understanding -- is central to design practice. Yet in visualization research, framing has been examined mostly through its rhetorical and perceptual effects on audiences, leaving its role in the design process underexplored. This study addresses that gap by analyzing publicly available podcasts and book chapters in which over 80 professional visualization designers reflect on their work. We find that framing is a pervasive, iterative activity, evident in scoping problems, interpreting data, aligning with stakeholder goals, and shaping narrative direction. Our analysis identifies the conditions that trigger reframing and the strategies practitioners use to navigate uncertainty and guide design. These findings position framing as a core dimension of visualization practice and underscore the need for research and education to support the interpretive and strategic judgment that practitioners exercise throughout the design process.