ABSTRACT
Scientific visualizations are an important tool of the knowledge economy in information societies (Webster, 2002), with their emphasis on access to science and technology, “scientific literacy,” ubiquitous technologies and the ability to read and interpret data for digital citizens. Medical professionals, physical scientists, psychologists, sociologists and demographers, policy makers and emergency managers all interact with complex visualizations of physical and social processes, including visual models. Although it is often not taught explicitly, students are expected to master skills of interpreting scientific visualizations in school and be able to apply them in making sense of data on standardized tests or entrance exams. Adults and families outside of schools are also increasingly expected to interact with and make sense out of scientific visualizations as part of health care or as part of their leisure time activity in museums, reading magazines or watching science-focused television. The resultant scientific literacy that develops from interaction with visualizations is supposed to help us be better citizens, more informed voters, better decision makers, better stewards of the environment and contributors to the national economy.
