Critical
graphicacy: Understanding visual representation practices in school science.
On the road to
graphicacy: The learning of graphical representation systems.
In the modern world, Arnheim (1969) concluded that this
graphicacy, visual and graphic skills, remains as important to education as literacy and numeracy.
Anning (1997) addressed the importance of
graphicacy, "...
This skill set is referred to generally as "
graphicacy." (Aberg-Bengtsson & Ottosson, 2006).
Graphicacy: University students' skills in translating information.
Building a theory of
graphicacy: How do students read graphs?
(13.) David Boardman, "The Development of
Graphicacy: Children's Understanding of Maps," Geography 74, no.
Boardman D (1983)
Graphicacy and Geography Teaching.
More than 30 years ago two eminent British professors of geography, WGV Balchin and Alice Coleman, coined the term `graphicacy' to describe the general skill involved in making and reading maps, claiming, in a feature article in The Times that
graphicacy was the "fourth ace in the pack" and should be counted alongside oracy, literacy and numeracy as an essential skill for any well-educated child.
The ability to pose questions and then "display relevant data to answer them" (NCTM, 2000) encompasses
graphicacy.
Graphicacy is defined as "the demonstrated ability to comprehend and to produce graphics" (Aldrich et al., 2003, p.