This paper presents a theoretical model for interactive visualization literacy to describe how people use interactive data visualizations and systems. Literacies have become an important concept in describing modern life skills, with visualization literacy generally referring to the use and interpretation of data visualizations. However, prior work on visualization literacy overlooks interaction and its associated challenges, despite it being an intrinsic aspect of using visualizations. Based on existing theoretical frameworks, we derive a two-dimensional model that combines four well-known literacies with five novel ones. We found evidence for our model through analyzing existing visualization systems as well as through observations from an exploratory study involving such systems. We conclude by outlining steps towards measuring, evaluating, designing for, and teaching interactive visualization literacy.

翻译：本文提出了一种交互式可视化素养的理论模型，用以描述人们如何使用交互式数据可视化及系统。素养已成为描述现代生活技能的重要概念，可视化素养通常指数据可视化的使用与解读能力。然而，尽管交互是使用可视化系统的内在组成部分，先前关于可视化素养的研究却忽视了交互及其相关挑战。基于现有理论框架，我们推导出一个二维模型，该模型将四种广为人知的素养与五种新型素养相结合。通过分析现有可视化系统，并结合一项涉及此类系统的探索性研究中获得的观察结果，我们为所提出的模型找到了证据支持。最后，我们概述了未来在测量、评估、设计以及教授交互式可视化素养方面可采取的步骤。