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Graphicacy is defined as the ability to understand and present information in the form of sketches, photographs, diagrams, maps, plans, charts, graphs and other non-textual formats.^[1]

Origin

The word graphicacy was coined by geographers William Balchin and Alice Coleman^[2] as a characterisation of visuo-spatial and cartographic abilities, "the communication of spatial information that cannot be conveyed adequately by verbal or numerical means", including the whole field of graphic arts and much of geography, cartography, computer-graphics, and photography. The word "graphicacy" was chosen by analogy with literacy, numeracy and articulacy.^[3]

Differences from other skills

Interpretation of graphics is loosely analogous to the process of reading text, while generation of graphics is the counterpart of writing text. However, text and graphics are based on very different symbol systems. For example, whereas text is structured according to formal organisational rules that apply irrespective of the content, this is not the case for graphics. With text structure, the units of information (words) are expected to be organised according to broad conventions (such as being sequenced in orderly rows starting from top left and progressing down the page). However graphics are not subject to a similarly stringent set of structural conventions. Instead, it is the content itself that determines the nature of the graphic entities and the way they are arranged. For example, the form and spatial arrangement of the items that comprise the actual subject matter being represented in the graphic are used as the basis for the graphic entities and structure that are displayed in the graphic. This is not the case with written text where the words and their arrangement bear no resemblance to the represented subject matter. Because of these and other fundamental differences between text and graphics, the processes involved in comprehension and production of graphics are distinguished from those involved in comprehension and production of text.

Issues

The concept of graphicacy acknowledges the characteristic features of graphic information that distinguish it from other forms of representation such as verbal and numerical information. Separating graphicacy from literacy and numeracy delineates the distinctive and complementary types of contributions that graphics, words, and numbers each make in human communication.

The interpretative components of graphicacy skills are relevant in the increasing range of situations where graphics carry the primary responsibility for communication. Early recognition of the importance of graphicacy came from disciplines such as geography, science and mathematics in which graphics play a key role. Educators in these and similar disciplines have become increasingly concerned with the capacities of students to comprehend information presented by way of graphics.

The interpretation of certain types of graphics can sometimes be very challenging. In addition, it is thought^[who?] that graphicacy skills are largely learned rather than innate and that a viewer's capacity to interpret particular types of graphics is related to their background knowledge, in particular knowledge about the specific graphic system used to depict the subject matter, and knowledge about the subject matter that is depicted in the graphic. Severe deficiencies in either of these aspects of background knowledge may prevent a viewer from comprehending a graphic.

Example

There are some fundamental differences between written text and a graphic representation. For example, a brief explanation of the structure of a bowstring arch bridge may read:

Spanning the river is the bridge’s arch structure with its ends carried by abutments on each bank. The deck of the bridge is suspended by struts attached to the arch and runs between the banks. Each end of the deck is connected to the arch's legs.

The main items mentioned, extracted and arranged in their order of mention in the text, would read:

River; Bridge; Arch; Ends of arch; Abutments; Banks; Deck; Bridge; Struts; Arch; Banks; Ends of deck; Arch legs

The signs used to represent parts of the bridge in words are very different from the signs used in the picture of the bridge. Furthermore, the same items (such as bridge, arch, and banks) are often mentioned more than once in the text version, due to the constraints of text as a representational system. However, in a graphic of this bridge, such information would only need to appear once. The arrangement of these items is also different in the text from what it would be in a graphic. When compared with the order of mention in the text with this depiction, the text is not arranged in a way that would directly map onto the bridge, but presents the bridge's components in a linear sequence that gives no visual indication of the bridge's structure.

References

^ Aldrich, F., & Sheppard, L. (2000). Graphicacy; The fourth 'R'? Primary Science Review, 64, 8–11.
^ Balchin, W. G. V. and Coleman, A. 'Graphicacy should be the fourth ace in the pack' Times Educational Supplement (5th November 1965)
^ Balchin, W. G. V. 'Graphicacy', Geography, Geographical Association, 1972, 57, pp. 185–195

Aldrich, F., & Sheppard, L. (2000). Graphicacy; The fourth 'R'? Primary Science Review, 64, 8–11.
Anning, A. (2003). Pathways to the graphicacy club: The crossroad of home and pre-school. Journal of Early Childhood Literacy, vol. 3, no 1, 5–35.
Balchin, W.G.(1976). Graphicacy. American Cartographer, 3 (1).
Balchin, W.G.(1985). Graphicacy comes of age, Teaching Geography, 11 (1), 8–9.
Boardman, D. (1990). Graphicacy revisited: mapping abilities and gender differences, Educational Review, 42(1), pp. 57–64.
Cox, R,. Romero, P., du Boulay, B, & Lutz, R (2004). A Cognitive Processing Perspective on Student Programmers' Graphicacy. Diagrams 2004: 344–346.
Hadjidemetriou, C., & Williams, J. (2002). Children's graphical conceptions. Research in Mathematics Education, 4, 69–87.
Matthews, M. H. (1986). Gender, graphicacy and geography, Educational Review, 38 (3), 259–271.
Milsom, D. (1987. Basic Graphicacy, Nelson Thornes.
Postigo, Y., & Pozo, J. I. (2004). On the Road to Graphicacy: The learning of graphical representation systems. Educational Psychology, 24(5), 623–644.
Roth, W.-M., Pozzer-Ardenghi, L., & Han, J. Y. (2005). Critical Graphicacy: Understanding Visual Representation Practices in School Science Series: Science & Technology Education Library, Vol. 26. New York: Springer. ISBN 1-4020-3375-3.
Wainer, H. (1980). A test of graphicacy in children. Applied Psychological Measurement, 4, 331–340.
Wilmot, P.D (1999). Graphicacy as a Form of Communication The South African Geographical Journal, 81(2)

[1] Aldrich, F., & Sheppard, L. (2000). Graphicacy; The fourth 'R'? Primary Science Review, 64, 8–11.

[2] Balchin, W. G. V. and Coleman, A. 'Graphicacy should be the fourth ace in the pack' Times Educational Supplement (5th November 1965)

[3] Balchin, W. G. V. 'Graphicacy', Geography, Geographical Association, 1972, 57, pp. 185–195

[1]

[2]

[3]

@@ Line 1: / Line 1: @@
+{{multipleissues|
-{{Essay-like|date=December 2007}}
+{{refimprove|date=April 2021}}
+{{original research|date=April 2021}}}}
-'''Graphicacy''' is defined as the ability to understand and present information in the form of sketches, photographs, diagrams, maps, plans, charts, graphs
+'''Graphicacy''' is defined as the ability to understand and present information in the form of sketches, photographs, diagrams, maps, plans, charts, graphs and other non-textual formats.<ref>Aldrich, F., & Sheppard, L. (2000). Graphicacy; The fourth 'R'? Primary Science Review, 64, 8–11.</ref>
-and other non-textual, two-dimensional formats.<ref>Aldrich, F., & Sheppard, L. (2000). Graphicacy; The fourth 'R'? Primary Science Review, 64, 8–11.</ref> The word graphicacy was coined by Balchin and Coleman as representation of the visuo-spatial abilities, they gave their reasons as follows "In the choice of a word to denote the educated counterpart of  visual-spatial ability one must first ask the question what exactly does this form of communication involve. It is fundamentally the communication of spatial information that cannot be conveyed adequately by verbal or numerical means,e.g. the plan of a town, the pattern of a drainage network or a picture of a distant place - in other words the whole field of the graphic arts and much of geography cartography, computer-graphics, photography, itself. All of these words contain the syllable "graph" which seemed a logical stem for "graphicacy" which was completed by analogy with literacy, numeracy and articulacy.<ref>Balchin, W. G. V. Graphicacy Geography, Geographical Association, 1972, 57, pp. 185–195</ref>
+==Origin==
-The modern economy is becoming increasingly reliant on graphics to communicate information. Until recently, words and numbers were the main vehicles for communication, as they have long been relatively easy to produce and distribute in comparison with graphics.  Advances in [[information and communications technology]] and [[Visualization (computer graphics)|visualization]] techniques are increasing the accessibility and usage of graphics, increasing the importance of [[information graphics]].
+The word graphicacy was coined by geographers [[William Balchin]] and [[Alice Coleman]]<ref>Balchin, W. G. V. and Coleman, A. 'Graphicacy should be the fourth ace in the pack' ''Times Educational Supplement'' (5th November 1965)</ref> as a characterisation of visuo-spatial and cartographic abilities, "the communication of spatial information that cannot be conveyed adequately by verbal or numerical means", including the whole field of graphic arts and much of geography, cartography, computer-graphics, and photography. The word "graphicacy" was chosen by analogy with [[literacy]], [[numeracy]] and [[articulacy]].<ref>Balchin, W. G. V. 'Graphicacy', ''Geography'', Geographical Association, 1972, 57, pp. 185–195</ref>
+==Differences from other skills==
-Interpretation of graphics is ''loosely'' analogous to the process of [[reading (activity)|reading]] [[Writing|text]], while generation of graphics is the counterpart of writing text. However, these analogies are imperfect, as text and graphics are based on very different [[symbol]] [[system]]s. For example, whereas text is structured according to formal organisational rules that apply irrespective of the content, this is not the case for graphics. With text [[structure]], the units of [[information]] ([[word]]s) are expected to be organised according to broad conventions (such as being sequenced in orderly rows starting from top left and progressing down the page). However graphics are not subject to a similarly stringent set of structural conventions. Instead, it is the content itself that largely determines the nature of the graphic [[entities]] and the way they are arranged. For example, the [[shape|form]] and spatial arrangement of the items that comprise the actual subject matter being represented in the graphic are used as the basis for the graphic entities and structure that are displayed in the graphic. This is not the case with written text where the words and their arrangement bear no resemblance to the represented subject matter.
+Interpretation of graphics is loosely analogous to the process of [[reading (activity)|reading]] [[Writing|text]], while generation of graphics is the counterpart of writing text. However, text and graphics are based on very different [[symbol]] [[system]]s. For example, whereas text is structured according to formal organisational rules that apply irrespective of the content, this is not the case for graphics. With text [[structure]], the units of [[information]] ([[word]]s) are expected to be organised according to broad conventions (such as being sequenced in orderly rows starting from top left and progressing down the page). However graphics are not subject to a similarly stringent set of structural conventions. Instead, it is the content itself that determines the nature of the graphic entities and the way they are arranged. For example, the [[shape|form]] and spatial arrangement of the items that comprise the actual subject matter being represented in the graphic are used as the basis for the graphic entities and structure that are displayed in the graphic. This is not the case with written text where the words and their arrangement bear no resemblance to the represented subject matter.
-Because of these and other fundamental differences between text and graphics, it is appropriate that the processes involved in [[Understanding|comprehension]] and production of graphics are clearly distinguished from those involved in comprehension and production of text.
+Because of these and other fundamental differences between text and graphics, the processes involved in [[Understanding|comprehension]] and production of graphics are distinguished from those involved in comprehension and production of text.
-==Why graphicacy?==
+==Issues==
-The concept of graphicacy acknowledges the characteristic features of graphic information that distinguish it from other forms of representation such as [[Words|verbal]] and numerical information. Separating graphicacy from [[literacy]] and [[numeracy]] helps to understand the distinctive and complementary types of contributions that graphics, words, and numbers can each make in human communication.
+The concept of graphicacy acknowledges the characteristic features of graphic information that distinguish it from other forms of representation such as [[Words|verbal]] and numerical information. Separating graphicacy from [[literacy]] and [[numeracy]] delineates the distinctive and complementary types of contributions that graphics, words, and numbers each make in human communication.
-The interpretative components of graphicacy skills are particularly important in the increasing range of situations where graphics carry the primary responsibility for communication. Early recognition of the importance of graphicacy came from disciplines such as geography, science and mathematics in which graphics play a key role. Educators in these and similar disciplines have become increasingly concerned with the capacities of students to comprehend information presented by way of graphics.
+The interpretative components of graphicacy skills are relevant in the increasing range of situations where graphics carry the primary responsibility for communication. Early recognition of the importance of graphicacy came from disciplines such as geography, science and mathematics in which graphics play a key role. Educators in these and similar disciplines have become increasingly concerned with the capacities of students to comprehend information presented by way of graphics.
-There is a growing realization that conventional wisdom about pictures being "worth a thousand words" is a gross generalization when it comes to informational graphics. Rather, the interpretation of certain types of graphics can sometimes be a very demanding process indeed. In addition, it is becoming clear that graphicacy skills are largely learned rather than innate and that a viewer's capacity to interpret particular types of graphics has a great deal to do with their background knowledge. There are two main types of background knowledge that are important in comprehending graphics:
+The interpretation of certain types of graphics can sometimes be very challenging. In addition, it is thought{{who|date=April 2021}} that graphicacy skills are largely learned rather than innate and that a viewer's capacity to interpret particular types of graphics is related to their background knowledge, in particular knowledge about the specific ''graphic system'' used to depict the subject matter, and knowledge about the ''subject matter'' that is depicted in the graphic. Severe deficiencies in either of these aspects of background knowledge may prevent a viewer from comprehending a graphic.
+==Example==
-:*Knowledge about the specific ''graphic system'' used to depict the subject matter,
+There are some fundamental differences between written text and a graphic representation. For example, a brief explanation of the structure of a bowstring arch bridge may read:
-:*Knowledge about the ''subject matter'' that is depicted in the graphic.
+<blockquote>''Spanning the river is the bridge’s arch structure with its ends carried by [[abutment]]s on each bank. The deck of the bridge is suspended by struts attached to the arch and runs between the banks. Each end of the deck is connected to the arch's legs.''</blockquote>
-Severe deficiencies in either of these aspects of background knowledge may prevent a viewer from comprehending a graphic.
+The main items mentioned, extracted and arranged in their order of mention in the text, would read:
-Here's an example that highlights some of the fundamental differences between written text and a graphic representation. First, a brief explanation of the structure of a particular type of bridge (a bowstring arch bridge):
-<blockquote>''Spanning the river is the bridge’s arch structure with its ends carried by [[abutment]]s on each bank. The deck of the bridge is suspended by struts attached to the arch and runs between the banks. Each end of the deck is connected to the arch’s legs.''</blockquote>
-If the main items mentioned are extracted and arranged in their order of mention in the text, this is what we get:
 <blockquote>''River; Bridge; Arch; Ends of arch; Abutments; Banks; Deck; Bridge; Struts; Arch; Banks; Ends of deck; Arch legs''</blockquote>
-It's obvious that the signs used to represent parts of the bridge in words are very different from the signs used in the picture of the bridge. Notice also that the same item (Bridge, Arch, Banks, etc.) is often mentioned more than once in the text version. This is necessary due to the constraints of text as a representational system. However, in a graphic of this bridge, such information needs to appear only once. The arrangement of these items is also different in the text from what it would be in a graphic. To appreciate this, compare the order of mention in the text with this depiction. You can see that the text is not arranged in a way that would directly map onto the bridge. Rather, it presents the bridge's components in a linear sequence that gives no visual indication of the bridge's structure.
+The signs used to represent parts of the bridge in words are very different from the signs used in the picture of the bridge. Furthermore, the same items (such as bridge, arch, and banks) are often mentioned more than once in the text version, due to the constraints of text as a representational system. However, in a graphic of this bridge, such information would only need to appear once. The arrangement of these items is also different in the text from what it would be in a graphic. When compared with the order of mention in the text with this depiction, the text is not arranged in a way that would directly map onto the bridge, but presents the bridge's components in a linear sequence that gives no visual indication of the bridge's structure.
-[[Image:Harbour Bridge anim.gif|frame|left|A famous bowstring arch bridge]]
-{{clear}}
 ==References==
 {{reflist}}
-Aldrich, F., & Sheppard, L. (2000). Graphicacy; The fourth 'R'? Primary Science Review, 64, 8–11.
+* Aldrich, F., & Sheppard, L. (2000). Graphicacy; The fourth 'R'? Primary Science Review, 64, 8–11.
+* Anning, A. (2003). Pathways to the graphicacy club: The crossroad of home and pre-school. Journal of Early Childhood Literacy, vol. 3, no 1, 5–35.
+* Balchin, W.G.(1976). Graphicacy. American Cartographer, 3 (1).
-Anning, A. (2003). Pathways to the graphicacy club: The crossroad of home and pre-school. Journal of Early Childhood Literacy, vol. 3, no 1, 5–35.
+* Balchin, W.G.(1985). Graphicacy comes of age, Teaching Geography, 11 (1), 8–9.
+* Boardman, D. (1990). Graphicacy revisited: mapping abilities and gender differences, Educational Review, 42(1), pp.&nbsp;57–64.
-Balchin, W.G.(1976). Graphicacy. American Cartographer, 3 (1).
+* Cox, R,. Romero, P., du Boulay, B, & Lutz, R (2004). A Cognitive Processing Perspective on Student Programmers' Graphicacy. Diagrams 2004: 344–346.
+* Hadjidemetriou, C., & Williams, J. (2002). Children's graphical conceptions. Research in Mathematics Education, 4, 69–87.
-Balchin, W.G.(1985). Graphicacy comes of age, Teaching Geography, 11 (1), 8–9.
+* Matthews, M. H. (1986). Gender, graphicacy and geography, Educational Review, 38 (3), 259–271.
+* Milsom, D. (1987. Basic Graphicacy, Nelson Thornes.
-Boardman, D. (1990). Graphicacy revisited: mapping abilities and gender differences, Educational Review, 42(1), pp.&nbsp;57–64.
+* Postigo, Y., & Pozo, J. I. (2004). On the Road to Graphicacy: The learning of graphical representation systems. Educational Psychology, 24(5), 623–644.
+* Roth, W.-M., Pozzer-Ardenghi, L., & Han, J. Y. (2005). Critical Graphicacy: Understanding Visual Representation Practices in School Science Series: Science & Technology Education Library, Vol. 26. New York: Springer. {{ISBN|1-4020-3375-3}}.
-Cox, R,. Romero, P., du Boulay, B, & Lutz, R (2004). A Cognitive Processing Perspective on Student Programmers' Graphicacy. Diagrams 2004: 344–346.
+* [[Howard Wainer|Wainer, H.]] (1980). A test of graphicacy in children. Applied Psychological Measurement, 4, 331–340.
+* Wilmot, P.D (1999). Graphicacy as a Form of Communication  The South African Geographical Journal, 81(2)
-Hadjidemetriou, C., & Williams, J. (2002). Children's graphical conceptions. Research in Mathematics Education, 4, 69–87.
-Matthews, M. H. (1986). Gender, graphicacy and geography, Educational Review, 38 (3), 259–271.
-Milsom, D. (1987. Basic Graphicacy, Nelson Thornes.
-Postigo, Y., & Pozo, J. I. (2004). On the Road to Graphicacy: The learning of graphical representation systems. Educational Psychology, 24(5), 623–644.
-Roth, W.-M., Pozzer-Ardenghi, L., & Han, J. Y. (2005). Critical Graphicacy
-Understanding Visual Representation Practices in School Science
-Series: Science & Technology Education Library, Vol. 26. New York: Springer. ISBN 1-4020-3375-3.
-[[Howard Wainer|Wainer, H.]] (1980). A test of graphicacy in children. Applied Psychological
-Measurement, 4, 331–340.
-Wilmot, P.D (1999). Graphicacy as a Form of Communication  The South African Geographical Journal, 81(2)
-[http://www.youtube.com/watch?v=7ZvsZtUfQQs VIDEO] : "Literacy, Numeracy - Graphicacy" - 11 min.
-[[Category:Infographics]]
+[[Category:Aptitude]]
+[[Category:Skills]]
+[[Category:Pedagogy]]