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An Autoethnography on Visualization Literacy: A Wicked Measurement Problem.

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    Summary
    This summary is machine-generated.

    Measuring visualization literacy, the ability to interpret and create visuals, is complex. This study explores challenges in assessing this skill, offering solutions for more accurate measurement.

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    Area of Science:

    • Data Visualization
    • Human-Computer Interaction
    • Educational Measurement

    Background:

    • Visualization literacy is crucial for interpreting and creating data representations.
    • Empirical studies increasingly rely on visualization literacy assessments.
    • Existing methods struggle to precisely define and measure visualization literacy.

    Purpose of the Study:

    • To reflect on the complexities of defining and measuring visualization literacy.
    • To identify the factors contributing to visualization literacy assessment being a "wicked" problem.
    • To propose actionable strategies for improving visualization literacy measurement.

    Main Methods:

    • Autoethnographic reflection.
    • 14 internal interviews with visualization literacy test users and designers.
    • Analysis of conceptual, operational, and methodological threats to validity.

    Main Results:

    • Visualization literacy assessment is a "wicked" problem due to its fluid nature.
    • Misalignment exists between the construct of visualization literacy and its measurement.
    • Several threats to measurement validity were identified.

    Conclusions:

    • Broaden test scopes and modalities for visualization literacy assessment.
    • Enhance the ecological validity and usability of visualization literacy tests.
    • Foster interdisciplinary collaboration and continuous dialogue to embrace the fluidity of visualization literacy.