Cancer Clusters in Delaware? How One Newspaper Turned Official Statistics into News

Perez, Victor W.; Best, Joel; Bacon, Rachel

doi:10.5038/1936-4660.8.1.7

Cited by 4 publications

(2 citation statements)

References 3 publications

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“…Of course, there is a long history of studying the communication and understanding of quantitative information in graphics (e.g., Tufte 1992Tufte , 2001), but, as "graphics" that represent geographic or geospatial information, maps have specific attributes that cry out for separate study. Not surprisingly, quantitative reasoning with maps has started to draw the attention of others in the QL community (e.g., Jungck 2012; Perez et al 2015).…”

Section: Introductionmentioning

confidence: 99%

Quantitative Map Literacy: A Cross between Map Literacy and Quantitative Literacy

Xie¹,

Vacher²,

Reader³

et al. 2018

Numeracy

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We define quantitative map literacy (QML), a cross between map literacy and quantitative literacy (QL), as the concepts and skills required to accurately read, use, interpret, and understand the quantitative information embedded in a geospatial representation of data on a geographic background. Long used as tools in technical geographic fields, maps are now a common vehicle for communicating quantitative information to the public. As such, QML has potential to stand alongside health numeracy and financial literacy as an identifiable subdomain of transdisciplinary QL.What concepts and skills are crucial for QML? The obvious answer is, "It depends on the type of map. " Therefore, our first task, and the subject of this paper, is to develop a framework to think and talk about the panoply of maps in a way that permits us to consider the range and distribution of QML content. We use an equilateral triangular plot to conceptualize maps in terms of locational information (L), thematic information (T), and generalization-distortion (G-D), and parameterize the plot with an L/T ratio (horizontal; reflecting the historical practice of cartographers to distinguish locational-reference maps from thematic maps) and G-D levels increasing from base to apex. We show positions for a wide variety of maps (e.g., topographic maps, weather maps, engineering-survey plots, subway maps, maps of air routes, a cartoon map of Orlando for tourists, driving-time maps, county-wide population maps, county-wide multivariable population and income maps, world political map, land use maps, and cartograms). The analysis of how these maps vary across the triangle allows us to proceed with an examination of how QML varies across the panoply of maps.

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Section: Introductionmentioning

confidence: 99%

Quantitative Map Literacy: A Cross between Map Literacy and Quantitative Literacy

Xie¹,

Vacher²,

Reader³

et al. 2018

Numeracy

View full text Add to dashboard Cite

show abstract

“…The first of these is an 'at-homeness' with numbers and an ability to make use of mathematical skills which enables an individual to cope with the practical mathematical demands of … everyday life. The second is an ability to have some appreciation and understanding of information which is presented in mathematical terms, for instance in graphs, charts or tables … Comprehending information on graphs and maps is being explicitly addressed in recent papers in Numeracy (e.g., Pfaff 2011;Juncgk 2012;Perez et al 2015;Best 2016;Antonacci et al 2017;Nuhfer et al 2017;Xie et al 2018;Bolch and Jacobbe 2019). Yet, there are few resources about designing compelling graphs that convey the story behind the data through clear, attractive, informative styles.…”

mentioning

confidence: 99%

Graphicacy for Numeracy: Review of Fundamentals of Data Visualization: A Primer on Making Informative and Compelling Figures by Claus O. Wilke (2019)

Bebeau¹

2019

Numeracy

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Claus O. Wilke has authored an excellent reference about producing and understanding static figures, figures used online, in print, and for presentations. His book is neither a statistics nor programming text, but familiarity with basic statistical concepts is helpful. Written in three parts, the book presents both the math and artistic design aspects of telling a story through figures. Wilke makes extensive use of examples, labels them good, bad, wrong or ugly, and explains why he deems them so. He includes chapters that serve as a directory of visualizations, and the reader will encounter familiar figure types as well as more esoteric ones. He discusses aesthetic considerations, including color, that make figures more compelling, and provides tips to connect with the audience to tell a story. Wilke intends the book for those producing figures, but consumers of graphical content will also find it helpful as his clear and concise style-and his effective use of examples-will help them evaluate the worth of figures they encounter.

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Maps Across the Triangle

Xie

Reader

Vacher

2021

Rethinking Map Literacy

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Cancer Clusters in Delaware? How One Newspaper Turned Official Statistics into News

Cited by 4 publications

References 3 publications

Quantitative Map Literacy: A Cross between Map Literacy and Quantitative Literacy

Quantitative Map Literacy: A Cross between Map Literacy and Quantitative Literacy

Graphicacy for Numeracy: Review of Fundamentals of Data Visualization: A Primer on Making Informative and Compelling Figures by Claus O. Wilke (2019)

Maps Across the Triangle

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