Visual representations are essential to scientific research and teaching, playing a role in conceptual understanding, knowledge generation, and the communication of discovery and change. Undergraduate students are expected to interpret, use, and create visual representations so they can make their thinking explicit when engaging in discourse with the scientific community. Despite the importance of visualization in the biosciences, students often learn visualization skills in an ad hoc fashion without a clear framework. We used a mixed-methods sequential explanatory study design to explore and assess the pedagogical needs of undergraduate biology students (n = 53), instructors (n = 13), and teaching assistants (n = 8) in visual science communication education. Key themes were identified using inductive grounded theory methods. We found that extrinsic motivations, namely time, financial resources, and grading practices, contribute to a lack of guidance, support, and structure as well as ambiguous expectations and standards perceived by students and instructors. Biology and science visualization instructors cite visual communication assessments as a way of developing and evaluating students’ higher-order thinking skills in addition to their communication competencies. An output of this research, the development of a learning module, the Visual Science Communication Toolkit, is discussed along with design considerations for developing resources for visual science communication education.

We conduct a deconstructive reading of a qualitative interview study with 17 visual data journalists from newsrooms across the globe. We borrow a deconstruction approach from literary critique to explore the instability of meaning in language and reveal implicit beliefs in words and ideas. Through our analysis we surface two sets of opposing implicit beliefs in visual data journalism: objectivity/subjectivity and humanism/mechanism. We contextualize these beliefs through a genealogical analysis, which brings deconstruction theory into practice by providing a historic backdrop for these opposing perspectives. Our analysis shows that these beliefs held within visual data journalism are not self-enclosed but rather a product of external societal forces and paradigm shifts over time. Through this work, we demonstrate how thinking with critical theories such as deconstruction and genealogy can reframe “success” in visual data storytelling and diversify visualization research outcomes. These efforts push the ways in which we as researchers produce domain knowledge to examine the sociotechnical issues of today's values towards datafication and data visualization. All supplemental materials for this work are available at osf.io/5fr48.

We conduct a deconstructive reading of a qualitative interview study with 17 visual data journalists from newsrooms across the globe. We borrow a deconstruction approach from literary critique to explore the instability of meaning in language and reveal implicit beliefs in words and ideas. Through our analysis we surface two sets of opposing implicit beliefs in visual data journalism: objectivity/subjectivity and humanism/mechanism. We contextualize these beliefs through a genealogical analysis, which brings deconstruction theory into practice by providing a historic backdrop for these opposing perspectives. Our analysis shows that these beliefs held within visual data journalism are not self-enclosed but rather a product of external societal forces and paradigm shifts over time. Through this work, we demonstrate how thinking with critical theories such as deconstruction and genealogy can reframe "success" in visual data storytelling and diversify visualization research outcomes. These efforts push the ways in which we as researchers produce domain knowledge to examine the sociotechnical issues of today's values towards datafication and data visualization. All supplemental materials for this work are available at osf.io/5fr48.