What is it about?

The authors propose a framework for analysing and producing argument in data visualisation. This framework is applied in the chapter for investigating two second-year journalism students’ semiotic and rhetorical strategies in making arguments via data visualisation posters. The broader implications in Higher Education for teaching students to become critical citizens via infographic poster production and analysis are explored.

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Why is it important?

This way of looking at academic argument has important implications for teaching these text-types in Higher Education for producing critical citizens; both in terms of production and critical analysis.


This chapter drew on my fieldwork as a lecturer in a multimedia production course teaching infographic poster design to journalism students. Students learnt to explore educational inequalities between two suburbs in Cape Town using youthexplorer.org.za's aggregated data and to visualise their findings via infographic poster design. Professor Arlene Archer kindly volunteered as a guest reviewer of students' poster design progress. As novice designers, students' data visualisation arguments produced some interesting inconsistencies and disjunctures. In response to these concerns, we developed a framework for analysing and producing argument in data visualisation.

Dr Travis M Noakes
Cape Peninsula University of Technology

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This page is a summary of: Multimodal academic argument in data visualization, April 2020, JSTOR, DOI: 10.2307/j.ctvzgb8c7.21.
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