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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-for-critically-assessing-data-visualizations-step-6/
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Step 6: Examine Your Own Biases
Sometimes data visualizations tell us what we want to hear. Or so we think.
In general, are more likely to believe things that line up with what we already believe and less likely to believe things that contradict our beliefs. This is an example of
Reflection
Keep the issue of confirmation bias in mind when you’re trying to make sense of a graph, chart or other data visualization.
Ask yourself: what am I expecting this data visualization to say or what am I hoping it will prove? Then take a minute to consider whether or not the content of the data visualization supports your expectations.
The tendency to search for, interpret, prefer, and remember information in a way that confirms one's own pre-existing beliefs and positions.
|
pressbooks
|
2025-03-22T05:09:24.276734
|
07-7-2023
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-for-critically-assessing-data-visualizations-step-6/",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/misleading-data-visualizations/
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Misleading Data Visualizations
Now that we know how to analyze and break down a data visualization, let’s go through a few examples of design choices (and mistakes!) that can create confusion.
Using the Wrong Type of Data Visualization
As we learned in Module 1, some types of data visualizations work well for communicating specific types of information, but not others. For example, pie charts are good for making comparisons between a few different categories, but are not great for identifying patterns or showing data over time.
Data visualizations can be confusing and misleading when the designer has picked a format that isn’t well suited to the data they are analyzing.
Review Figure 2.9[1] below, a pie chart of Ontario television viewing in 2004. There are 12 categories of television and similar colours used in the graph, as well as white font over the bright colours, making this hard to read.
False Causation
Correlation does not imply causation.
If you’ve ever taken a statistics or data analysis course, you have almost certainly come across this common phrase. It means that, just because two trends seem to fluctuate alongside each other, it doesn’t prove that one causes the other or that they are related in a meaningful way.
Review Figure 2.10[2][3] below, which shows a line graph of the decrease of Canadian automotive apprenticeship registrations and nectarine production. What do these two things have to do with each other? They are unrelated quantities that appear to decrease at the same rate over a similar time period.
Inconsistent or Manipulated Scale
It’s important to examine the scales of a data visualization carefully. Compressing or expanding the scale of a graph can make the changes between data points seem either more or less significant than they really are.
Review Figure 2.11[4] below, which shows the cost of sugar in Canada from January to July 2021. Because of the expanded scale on the line graph, there does not appear to be much fluctuation in the cost of sugar in Canada. This makes the data appear less significant than it could really be (see Figure 2.12 below for a more compressed scale).
Cherry-picking or Omitting Data
The term “cherry-picking” refers to only presenting the best data, and omitting data points which are less favourable, in order to reinforce a particular narrative. This can create a false impression of the data. For example, showing an upward sales trend over the first few months of a year, while omitting the data that showed sales declined for the rest of the year.
Review Figure 2.13[5] below, which shows a downward trend on gasoline prices in Canada from May 2019 to February 2020. Because of the carefully selected timeframe (i.e., short timeframe), it appears that the gasoline prices in Canada are decreasing.
Now review Figure 2.14[6] below, which shows an overall upward trend on gasoline prices in Canada from May 2019 to November 2021. When looking at the full timeline (i.e., long timeframe), the reader can see that gasoline prices are increasing in Canada.
3D Distortion or Occlusion
Three-dimensional (3D) data visualizations may look visually appealing, but they often make it more difficult to interpret the data and spot patterns within them. Two common issues are: distortion and occlusion.
Review Figure 2.15[7] below, which is a 3D bar graph of the percentage of Canadian vs. foreign television programmes watched in Saskatchewan from 2000 to 2003. Because of the tilt of the 3D bar graph, the bars in the front hide the bars in the back, making it hard to read. The reader cannot pinpoint the exact percentage of Canadian vs. foreign programmes by the year it is presented.
The Colour Scale
When used thoughtfully, colour can make it easier to spot trends and relationships in a data visualization. However, colour can also cause confusion.
Some common issues include: using too many colours, using colours with minimal contrast, using colours that aren’t safe for colourblind viewers and using colours in unconventional ways. Review Figure 2.16[8] below, which is a line graph of the percentage of Canadian vs. foreign television programmes watched in New Brunswick from 2000 to 2004. Because of the similar colours of the lines, it is difficult for the reader to understand which line graph corresponds to which colour from the legend.
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:24.300379
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07-7-2023
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/misleading-data-visualizations/",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/misleading-data-visualizations/#chapter-198-section-1
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Misleading Data Visualizations
Now that we know how to analyze and break down a data visualization, let’s go through a few examples of design choices (and mistakes!) that can create confusion.
Using the Wrong Type of Data Visualization
As we learned in Module 1, some types of data visualizations work well for communicating specific types of information, but not others. For example, pie charts are good for making comparisons between a few different categories, but are not great for identifying patterns or showing data over time.
Data visualizations can be confusing and misleading when the designer has picked a format that isn’t well suited to the data they are analyzing.
Review Figure 2.9[1] below, a pie chart of Ontario television viewing in 2004. There are 12 categories of television and similar colours used in the graph, as well as white font over the bright colours, making this hard to read.
False Causation
Correlation does not imply causation.
If you’ve ever taken a statistics or data analysis course, you have almost certainly come across this common phrase. It means that, just because two trends seem to fluctuate alongside each other, it doesn’t prove that one causes the other or that they are related in a meaningful way.
Review Figure 2.10[2][3] below, which shows a line graph of the decrease of Canadian automotive apprenticeship registrations and nectarine production. What do these two things have to do with each other? They are unrelated quantities that appear to decrease at the same rate over a similar time period.
Inconsistent or Manipulated Scale
It’s important to examine the scales of a data visualization carefully. Compressing or expanding the scale of a graph can make the changes between data points seem either more or less significant than they really are.
Review Figure 2.11[4] below, which shows the cost of sugar in Canada from January to July 2021. Because of the expanded scale on the line graph, there does not appear to be much fluctuation in the cost of sugar in Canada. This makes the data appear less significant than it could really be (see Figure 2.12 below for a more compressed scale).
Cherry-picking or Omitting Data
The term “cherry-picking” refers to only presenting the best data, and omitting data points which are less favourable, in order to reinforce a particular narrative. This can create a false impression of the data. For example, showing an upward sales trend over the first few months of a year, while omitting the data that showed sales declined for the rest of the year.
Review Figure 2.13[5] below, which shows a downward trend on gasoline prices in Canada from May 2019 to February 2020. Because of the carefully selected timeframe (i.e., short timeframe), it appears that the gasoline prices in Canada are decreasing.
Now review Figure 2.14[6] below, which shows an overall upward trend on gasoline prices in Canada from May 2019 to November 2021. When looking at the full timeline (i.e., long timeframe), the reader can see that gasoline prices are increasing in Canada.
3D Distortion or Occlusion
Three-dimensional (3D) data visualizations may look visually appealing, but they often make it more difficult to interpret the data and spot patterns within them. Two common issues are: distortion and occlusion.
Review Figure 2.15[7] below, which is a 3D bar graph of the percentage of Canadian vs. foreign television programmes watched in Saskatchewan from 2000 to 2003. Because of the tilt of the 3D bar graph, the bars in the front hide the bars in the back, making it hard to read. The reader cannot pinpoint the exact percentage of Canadian vs. foreign programmes by the year it is presented.
The Colour Scale
When used thoughtfully, colour can make it easier to spot trends and relationships in a data visualization. However, colour can also cause confusion.
Some common issues include: using too many colours, using colours with minimal contrast, using colours that aren’t safe for colourblind viewers and using colours in unconventional ways. Review Figure 2.16[8] below, which is a line graph of the percentage of Canadian vs. foreign television programmes watched in New Brunswick from 2000 to 2004. Because of the similar colours of the lines, it is difficult for the reader to understand which line graph corresponds to which colour from the legend.
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:24.320739
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07-7-2023
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/misleading-data-visualizations/#chapter-198-section-1",
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"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/misleading-data-visualizations/#chapter-198-section-2
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Misleading Data Visualizations
Now that we know how to analyze and break down a data visualization, let’s go through a few examples of design choices (and mistakes!) that can create confusion.
Using the Wrong Type of Data Visualization
As we learned in Module 1, some types of data visualizations work well for communicating specific types of information, but not others. For example, pie charts are good for making comparisons between a few different categories, but are not great for identifying patterns or showing data over time.
Data visualizations can be confusing and misleading when the designer has picked a format that isn’t well suited to the data they are analyzing.
Review Figure 2.9[1] below, a pie chart of Ontario television viewing in 2004. There are 12 categories of television and similar colours used in the graph, as well as white font over the bright colours, making this hard to read.
False Causation
Correlation does not imply causation.
If you’ve ever taken a statistics or data analysis course, you have almost certainly come across this common phrase. It means that, just because two trends seem to fluctuate alongside each other, it doesn’t prove that one causes the other or that they are related in a meaningful way.
Review Figure 2.10[2][3] below, which shows a line graph of the decrease of Canadian automotive apprenticeship registrations and nectarine production. What do these two things have to do with each other? They are unrelated quantities that appear to decrease at the same rate over a similar time period.
Inconsistent or Manipulated Scale
It’s important to examine the scales of a data visualization carefully. Compressing or expanding the scale of a graph can make the changes between data points seem either more or less significant than they really are.
Review Figure 2.11[4] below, which shows the cost of sugar in Canada from January to July 2021. Because of the expanded scale on the line graph, there does not appear to be much fluctuation in the cost of sugar in Canada. This makes the data appear less significant than it could really be (see Figure 2.12 below for a more compressed scale).
Cherry-picking or Omitting Data
The term “cherry-picking” refers to only presenting the best data, and omitting data points which are less favourable, in order to reinforce a particular narrative. This can create a false impression of the data. For example, showing an upward sales trend over the first few months of a year, while omitting the data that showed sales declined for the rest of the year.
Review Figure 2.13[5] below, which shows a downward trend on gasoline prices in Canada from May 2019 to February 2020. Because of the carefully selected timeframe (i.e., short timeframe), it appears that the gasoline prices in Canada are decreasing.
Now review Figure 2.14[6] below, which shows an overall upward trend on gasoline prices in Canada from May 2019 to November 2021. When looking at the full timeline (i.e., long timeframe), the reader can see that gasoline prices are increasing in Canada.
3D Distortion or Occlusion
Three-dimensional (3D) data visualizations may look visually appealing, but they often make it more difficult to interpret the data and spot patterns within them. Two common issues are: distortion and occlusion.
Review Figure 2.15[7] below, which is a 3D bar graph of the percentage of Canadian vs. foreign television programmes watched in Saskatchewan from 2000 to 2003. Because of the tilt of the 3D bar graph, the bars in the front hide the bars in the back, making it hard to read. The reader cannot pinpoint the exact percentage of Canadian vs. foreign programmes by the year it is presented.
The Colour Scale
When used thoughtfully, colour can make it easier to spot trends and relationships in a data visualization. However, colour can also cause confusion.
Some common issues include: using too many colours, using colours with minimal contrast, using colours that aren’t safe for colourblind viewers and using colours in unconventional ways. Review Figure 2.16[8] below, which is a line graph of the percentage of Canadian vs. foreign television programmes watched in New Brunswick from 2000 to 2004. Because of the similar colours of the lines, it is difficult for the reader to understand which line graph corresponds to which colour from the legend.
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:24.339937
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07-7-2023
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"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
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"institution": "",
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/misleading-data-visualizations/#chapter-198-section-3
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Misleading Data Visualizations
Now that we know how to analyze and break down a data visualization, let’s go through a few examples of design choices (and mistakes!) that can create confusion.
Using the Wrong Type of Data Visualization
As we learned in Module 1, some types of data visualizations work well for communicating specific types of information, but not others. For example, pie charts are good for making comparisons between a few different categories, but are not great for identifying patterns or showing data over time.
Data visualizations can be confusing and misleading when the designer has picked a format that isn’t well suited to the data they are analyzing.
Review Figure 2.9[1] below, a pie chart of Ontario television viewing in 2004. There are 12 categories of television and similar colours used in the graph, as well as white font over the bright colours, making this hard to read.
False Causation
Correlation does not imply causation.
If you’ve ever taken a statistics or data analysis course, you have almost certainly come across this common phrase. It means that, just because two trends seem to fluctuate alongside each other, it doesn’t prove that one causes the other or that they are related in a meaningful way.
Review Figure 2.10[2][3] below, which shows a line graph of the decrease of Canadian automotive apprenticeship registrations and nectarine production. What do these two things have to do with each other? They are unrelated quantities that appear to decrease at the same rate over a similar time period.
Inconsistent or Manipulated Scale
It’s important to examine the scales of a data visualization carefully. Compressing or expanding the scale of a graph can make the changes between data points seem either more or less significant than they really are.
Review Figure 2.11[4] below, which shows the cost of sugar in Canada from January to July 2021. Because of the expanded scale on the line graph, there does not appear to be much fluctuation in the cost of sugar in Canada. This makes the data appear less significant than it could really be (see Figure 2.12 below for a more compressed scale).
Cherry-picking or Omitting Data
The term “cherry-picking” refers to only presenting the best data, and omitting data points which are less favourable, in order to reinforce a particular narrative. This can create a false impression of the data. For example, showing an upward sales trend over the first few months of a year, while omitting the data that showed sales declined for the rest of the year.
Review Figure 2.13[5] below, which shows a downward trend on gasoline prices in Canada from May 2019 to February 2020. Because of the carefully selected timeframe (i.e., short timeframe), it appears that the gasoline prices in Canada are decreasing.
Now review Figure 2.14[6] below, which shows an overall upward trend on gasoline prices in Canada from May 2019 to November 2021. When looking at the full timeline (i.e., long timeframe), the reader can see that gasoline prices are increasing in Canada.
3D Distortion or Occlusion
Three-dimensional (3D) data visualizations may look visually appealing, but they often make it more difficult to interpret the data and spot patterns within them. Two common issues are: distortion and occlusion.
Review Figure 2.15[7] below, which is a 3D bar graph of the percentage of Canadian vs. foreign television programmes watched in Saskatchewan from 2000 to 2003. Because of the tilt of the 3D bar graph, the bars in the front hide the bars in the back, making it hard to read. The reader cannot pinpoint the exact percentage of Canadian vs. foreign programmes by the year it is presented.
The Colour Scale
When used thoughtfully, colour can make it easier to spot trends and relationships in a data visualization. However, colour can also cause confusion.
Some common issues include: using too many colours, using colours with minimal contrast, using colours that aren’t safe for colourblind viewers and using colours in unconventional ways. Review Figure 2.16[8] below, which is a line graph of the percentage of Canadian vs. foreign television programmes watched in New Brunswick from 2000 to 2004. Because of the similar colours of the lines, it is difficult for the reader to understand which line graph corresponds to which colour from the legend.
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.361774
|
07-7-2023
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"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/misleading-data-visualizations/#chapter-198-section-4
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Misleading Data Visualizations
Now that we know how to analyze and break down a data visualization, let’s go through a few examples of design choices (and mistakes!) that can create confusion.
Using the Wrong Type of Data Visualization
As we learned in Module 1, some types of data visualizations work well for communicating specific types of information, but not others. For example, pie charts are good for making comparisons between a few different categories, but are not great for identifying patterns or showing data over time.
Data visualizations can be confusing and misleading when the designer has picked a format that isn’t well suited to the data they are analyzing.
Review Figure 2.9[1] below, a pie chart of Ontario television viewing in 2004. There are 12 categories of television and similar colours used in the graph, as well as white font over the bright colours, making this hard to read.
False Causation
Correlation does not imply causation.
If you’ve ever taken a statistics or data analysis course, you have almost certainly come across this common phrase. It means that, just because two trends seem to fluctuate alongside each other, it doesn’t prove that one causes the other or that they are related in a meaningful way.
Review Figure 2.10[2][3] below, which shows a line graph of the decrease of Canadian automotive apprenticeship registrations and nectarine production. What do these two things have to do with each other? They are unrelated quantities that appear to decrease at the same rate over a similar time period.
Inconsistent or Manipulated Scale
It’s important to examine the scales of a data visualization carefully. Compressing or expanding the scale of a graph can make the changes between data points seem either more or less significant than they really are.
Review Figure 2.11[4] below, which shows the cost of sugar in Canada from January to July 2021. Because of the expanded scale on the line graph, there does not appear to be much fluctuation in the cost of sugar in Canada. This makes the data appear less significant than it could really be (see Figure 2.12 below for a more compressed scale).
Cherry-picking or Omitting Data
The term “cherry-picking” refers to only presenting the best data, and omitting data points which are less favourable, in order to reinforce a particular narrative. This can create a false impression of the data. For example, showing an upward sales trend over the first few months of a year, while omitting the data that showed sales declined for the rest of the year.
Review Figure 2.13[5] below, which shows a downward trend on gasoline prices in Canada from May 2019 to February 2020. Because of the carefully selected timeframe (i.e., short timeframe), it appears that the gasoline prices in Canada are decreasing.
Now review Figure 2.14[6] below, which shows an overall upward trend on gasoline prices in Canada from May 2019 to November 2021. When looking at the full timeline (i.e., long timeframe), the reader can see that gasoline prices are increasing in Canada.
3D Distortion or Occlusion
Three-dimensional (3D) data visualizations may look visually appealing, but they often make it more difficult to interpret the data and spot patterns within them. Two common issues are: distortion and occlusion.
Review Figure 2.15[7] below, which is a 3D bar graph of the percentage of Canadian vs. foreign television programmes watched in Saskatchewan from 2000 to 2003. Because of the tilt of the 3D bar graph, the bars in the front hide the bars in the back, making it hard to read. The reader cannot pinpoint the exact percentage of Canadian vs. foreign programmes by the year it is presented.
The Colour Scale
When used thoughtfully, colour can make it easier to spot trends and relationships in a data visualization. However, colour can also cause confusion.
Some common issues include: using too many colours, using colours with minimal contrast, using colours that aren’t safe for colourblind viewers and using colours in unconventional ways. Review Figure 2.16[8] below, which is a line graph of the percentage of Canadian vs. foreign television programmes watched in New Brunswick from 2000 to 2004. Because of the similar colours of the lines, it is difficult for the reader to understand which line graph corresponds to which colour from the legend.
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.380849
|
07-7-2023
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/misleading-data-visualizations/#chapter-198-section-5
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Misleading Data Visualizations
Now that we know how to analyze and break down a data visualization, let’s go through a few examples of design choices (and mistakes!) that can create confusion.
Using the Wrong Type of Data Visualization
As we learned in Module 1, some types of data visualizations work well for communicating specific types of information, but not others. For example, pie charts are good for making comparisons between a few different categories, but are not great for identifying patterns or showing data over time.
Data visualizations can be confusing and misleading when the designer has picked a format that isn’t well suited to the data they are analyzing.
Review Figure 2.9[1] below, a pie chart of Ontario television viewing in 2004. There are 12 categories of television and similar colours used in the graph, as well as white font over the bright colours, making this hard to read.
False Causation
Correlation does not imply causation.
If you’ve ever taken a statistics or data analysis course, you have almost certainly come across this common phrase. It means that, just because two trends seem to fluctuate alongside each other, it doesn’t prove that one causes the other or that they are related in a meaningful way.
Review Figure 2.10[2][3] below, which shows a line graph of the decrease of Canadian automotive apprenticeship registrations and nectarine production. What do these two things have to do with each other? They are unrelated quantities that appear to decrease at the same rate over a similar time period.
Inconsistent or Manipulated Scale
It’s important to examine the scales of a data visualization carefully. Compressing or expanding the scale of a graph can make the changes between data points seem either more or less significant than they really are.
Review Figure 2.11[4] below, which shows the cost of sugar in Canada from January to July 2021. Because of the expanded scale on the line graph, there does not appear to be much fluctuation in the cost of sugar in Canada. This makes the data appear less significant than it could really be (see Figure 2.12 below for a more compressed scale).
Cherry-picking or Omitting Data
The term “cherry-picking” refers to only presenting the best data, and omitting data points which are less favourable, in order to reinforce a particular narrative. This can create a false impression of the data. For example, showing an upward sales trend over the first few months of a year, while omitting the data that showed sales declined for the rest of the year.
Review Figure 2.13[5] below, which shows a downward trend on gasoline prices in Canada from May 2019 to February 2020. Because of the carefully selected timeframe (i.e., short timeframe), it appears that the gasoline prices in Canada are decreasing.
Now review Figure 2.14[6] below, which shows an overall upward trend on gasoline prices in Canada from May 2019 to November 2021. When looking at the full timeline (i.e., long timeframe), the reader can see that gasoline prices are increasing in Canada.
3D Distortion or Occlusion
Three-dimensional (3D) data visualizations may look visually appealing, but they often make it more difficult to interpret the data and spot patterns within them. Two common issues are: distortion and occlusion.
Review Figure 2.15[7] below, which is a 3D bar graph of the percentage of Canadian vs. foreign television programmes watched in Saskatchewan from 2000 to 2003. Because of the tilt of the 3D bar graph, the bars in the front hide the bars in the back, making it hard to read. The reader cannot pinpoint the exact percentage of Canadian vs. foreign programmes by the year it is presented.
The Colour Scale
When used thoughtfully, colour can make it easier to spot trends and relationships in a data visualization. However, colour can also cause confusion.
Some common issues include: using too many colours, using colours with minimal contrast, using colours that aren’t safe for colourblind viewers and using colours in unconventional ways. Review Figure 2.16[8] below, which is a line graph of the percentage of Canadian vs. foreign television programmes watched in New Brunswick from 2000 to 2004. Because of the similar colours of the lines, it is difficult for the reader to understand which line graph corresponds to which colour from the legend.
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:24.399118
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07-7-2023
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"institution": "",
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/misleading-data-visualizations/#chapter-198-section-6
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Misleading Data Visualizations
Now that we know how to analyze and break down a data visualization, let’s go through a few examples of design choices (and mistakes!) that can create confusion.
Using the Wrong Type of Data Visualization
As we learned in Module 1, some types of data visualizations work well for communicating specific types of information, but not others. For example, pie charts are good for making comparisons between a few different categories, but are not great for identifying patterns or showing data over time.
Data visualizations can be confusing and misleading when the designer has picked a format that isn’t well suited to the data they are analyzing.
Review Figure 2.9[1] below, a pie chart of Ontario television viewing in 2004. There are 12 categories of television and similar colours used in the graph, as well as white font over the bright colours, making this hard to read.
False Causation
Correlation does not imply causation.
If you’ve ever taken a statistics or data analysis course, you have almost certainly come across this common phrase. It means that, just because two trends seem to fluctuate alongside each other, it doesn’t prove that one causes the other or that they are related in a meaningful way.
Review Figure 2.10[2][3] below, which shows a line graph of the decrease of Canadian automotive apprenticeship registrations and nectarine production. What do these two things have to do with each other? They are unrelated quantities that appear to decrease at the same rate over a similar time period.
Inconsistent or Manipulated Scale
It’s important to examine the scales of a data visualization carefully. Compressing or expanding the scale of a graph can make the changes between data points seem either more or less significant than they really are.
Review Figure 2.11[4] below, which shows the cost of sugar in Canada from January to July 2021. Because of the expanded scale on the line graph, there does not appear to be much fluctuation in the cost of sugar in Canada. This makes the data appear less significant than it could really be (see Figure 2.12 below for a more compressed scale).
Cherry-picking or Omitting Data
The term “cherry-picking” refers to only presenting the best data, and omitting data points which are less favourable, in order to reinforce a particular narrative. This can create a false impression of the data. For example, showing an upward sales trend over the first few months of a year, while omitting the data that showed sales declined for the rest of the year.
Review Figure 2.13[5] below, which shows a downward trend on gasoline prices in Canada from May 2019 to February 2020. Because of the carefully selected timeframe (i.e., short timeframe), it appears that the gasoline prices in Canada are decreasing.
Now review Figure 2.14[6] below, which shows an overall upward trend on gasoline prices in Canada from May 2019 to November 2021. When looking at the full timeline (i.e., long timeframe), the reader can see that gasoline prices are increasing in Canada.
3D Distortion or Occlusion
Three-dimensional (3D) data visualizations may look visually appealing, but they often make it more difficult to interpret the data and spot patterns within them. Two common issues are: distortion and occlusion.
Review Figure 2.15[7] below, which is a 3D bar graph of the percentage of Canadian vs. foreign television programmes watched in Saskatchewan from 2000 to 2003. Because of the tilt of the 3D bar graph, the bars in the front hide the bars in the back, making it hard to read. The reader cannot pinpoint the exact percentage of Canadian vs. foreign programmes by the year it is presented.
The Colour Scale
When used thoughtfully, colour can make it easier to spot trends and relationships in a data visualization. However, colour can also cause confusion.
Some common issues include: using too many colours, using colours with minimal contrast, using colours that aren’t safe for colourblind viewers and using colours in unconventional ways. Review Figure 2.16[8] below, which is a line graph of the percentage of Canadian vs. foreign television programmes watched in New Brunswick from 2000 to 2004. Because of the similar colours of the lines, it is difficult for the reader to understand which line graph corresponds to which colour from the legend.
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 22-10-0097-01 Television viewing time of all television stations, by province, content and type of programme. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/2210009701-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.415861
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07-7-2023
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/data-visualizations-and-misinformation/
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Data Visualizations and Misinformation
We’ve all probably encountered a data visualization that was confusing and difficult to understand. It probably wasn’t intentional, but, rather, the consequence of poor design choices, not fully understanding the dataset, using the wrong dataset for their purposes, or just rushing and making sloppy errors.
Usually misleading data visualizations fall into the realm of rather than , but both can cause harm.
Because data visualizations can be very persuasive and invoke strong emotional reactions, it is important to go through the steps outlined earlier in the module to make sure you fully understand what it is saying before you decide to share it with someone else.
Exercises
Take a moment to test your ability to interpret a data visualization. In the activity below, you’ll see an example of a data visualization. Following the steps outlined earlier in the module, analyze this visualization and answer the questions that follow.
Reflection
After analyzing this data visualization, would you feel confident sharing it with your friends and colleagues?
False information that is spread, regardless of intent to mislead.
Intentionally biased or misleading information.
|
pressbooks
|
2025-03-22T05:09:24.429337
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07-7-2023
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/summary/
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Summary
In this module, you learned critical strategies to analyze data visualizations, common design and data issues that result in confusing and misleading data visualizations and how misleading data visualizations can contribute to the spread of misinformation.
Now that you understand how to break down the features of a data visualization, you can dive deeper into finding reliable and trustworthy data.
Next up, in Module 3, we will learn about finding and evaluating credible sources of data.
|
pressbooks
|
2025-03-22T05:09:24.439817
|
07-7-2023
|
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"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/introduction-2/
|
Module 3: Assessing Data Credibility
Introduction
Data visualizations can only be effective and meaningful if they are based on high quality data. It is important to source credible, current data sources. This module will provide some guidance as to how to select quality data for your visualizations.
Learning Objectives
By the end of this short course, you should be able to:
- Assess the credibility of a data visualization’s underlying data.
- Explain how to “fact check” a data source.
|
pressbooks
|
2025-03-22T05:09:24.450834
|
07-7-2023
|
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/where-to-find-data/
|
Module 3: Assessing Data Credibility
Where to Find Data
Many leading institutions (governments, media, universities and corporations) share their data. This is done to ensure that there is transparency in decision-making and reporting. Open data is a relatively new phenomenon and refers to data sources that are available free to be downloaded. Data sets are open to anyone to modify, reuse and share. Here are some open data web sites:
- Google Public Data Set
- Five Thirty-Eight – Web site for data-driven journalism and story-telling
- Government of Canada Open Data Sets – Data sets on a wide variety of topics
- City of Toronto Open Data Resources – Variety of data sets regularly updated by the City of Toronto
|
pressbooks
|
2025-03-22T05:09:24.461714
|
07-7-2023
|
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"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/where-to-find-data/#chapter-269-section-1
|
Module 3: Assessing Data Credibility
Where to Find Data
Many leading institutions (governments, media, universities and corporations) share their data. This is done to ensure that there is transparency in decision-making and reporting. Open data is a relatively new phenomenon and refers to data sources that are available free to be downloaded. Data sets are open to anyone to modify, reuse and share. Here are some open data web sites:
- Google Public Data Set
- Five Thirty-Eight – Web site for data-driven journalism and story-telling
- Government of Canada Open Data Sets – Data sets on a wide variety of topics
- City of Toronto Open Data Resources – Variety of data sets regularly updated by the City of Toronto
|
pressbooks
|
2025-03-22T05:09:24.472483
|
07-7-2023
|
{
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/where-to-find-data/#chapter-269-section-1",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/start-with-good-quality-data/
|
Module 3: Assessing Data Credibility
Start With Good Quality Data
When creating a data visualization, you need to ensure that your data source is legitimate and credible. Choosing your data source is critical. Given the glut of information available online, it is important to sift through it to find high quality information. Ask yourself the following questions:
- Is this source trustworthy? Is the data verifiable?
- Can I share this data? Are there privacy concerns or other harms to be aware of?
- Is this data or information appropriate for the story and message?
- Does it reveal something that makes me uncomfortable? How will I make sure unconscious biases are not affecting my interpretation of it?
Deeper Dive
A good lens to use is the CRAAP test. Watch this video, Evaluating Sources, to learn more.
The CRAAP test asks you to consider: currency, relevance, accuracy, authority and purpose. Browse through the list below for a definition of each.
|
pressbooks
|
2025-03-22T05:09:24.484790
|
07-7-2023
|
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/start-with-good-quality-data/",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/beware-of-bias/
|
Module 3: Assessing Data Credibility
Beware of Bias
Be aware that some data sources may be biased such as:
- Organizations reporting on themselves
- Data that is generated by interest groups
- Data that is self-reported where they may be room for embellishment or incentives to inaccurately report (e.g. individuals reporting their own salary data)
Review the data sets you are using and make sure that it makes sense. Review how the data is collected and how terms are defined. Some knowledge and research on the topic will help. Consider: new sets of data against past years, data series that shows drastic changes should be investigated and understood before it is presented. It may not be the quality of the data that needs to be considered but how it is presented.
Examples
Data may not be biased exactly but may be socially constructed. For instance, here is a map showing racial change in Hartford, Connecticut from 1900-2018[1]. Over time, definitions of race have changed and new terminology has emerged and become commonplace. In developing illustrations to visualize this data, you would want to be careful to acknowledge these changes. The explanation at the bottom of the graph helps to explain this as accurately as possible. There is not necessarily one correct way to display this data. When developing the visualization, clearly explain your choices and limitations.
How to Recognize Bad Data
As much as possible, try to recognize bad data. The following could be red flags:
- Empty/blank cells: Ask if the respondents did not answer this information or if it is simply incomplete.
- Data that doesn’t make sense: For instance, dates should be in a date format. Postal codes should be written as Letter/Number/Letter Space Number/Letter/Number.
Many open data sets come with source notes. Take the time to review the notes to understand how the data was collected and what it does (and doesn’t) represent.
- "Steven Manson, Jonathan Schroeder, David Van Riper, and Steven Ruggles. IPUMS National Historical Geographic Information System: Version 14.0 [Database]. Minneapolis, MN: IPUMS. 2019. DOI: http://doi.org/10.18128/D050.V14.0. Retrieved February 14, 2022 from https://ontheline.github.io/otl-racial-change/index-caption.html" ↵
|
pressbooks
|
2025-03-22T05:09:24.498142
|
07-7-2023
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/beware-of-bias/",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/beware-of-bias/#chapter-273-section-1
|
Module 3: Assessing Data Credibility
Beware of Bias
Be aware that some data sources may be biased such as:
- Organizations reporting on themselves
- Data that is generated by interest groups
- Data that is self-reported where they may be room for embellishment or incentives to inaccurately report (e.g. individuals reporting their own salary data)
Review the data sets you are using and make sure that it makes sense. Review how the data is collected and how terms are defined. Some knowledge and research on the topic will help. Consider: new sets of data against past years, data series that shows drastic changes should be investigated and understood before it is presented. It may not be the quality of the data that needs to be considered but how it is presented.
Examples
Data may not be biased exactly but may be socially constructed. For instance, here is a map showing racial change in Hartford, Connecticut from 1900-2018[1]. Over time, definitions of race have changed and new terminology has emerged and become commonplace. In developing illustrations to visualize this data, you would want to be careful to acknowledge these changes. The explanation at the bottom of the graph helps to explain this as accurately as possible. There is not necessarily one correct way to display this data. When developing the visualization, clearly explain your choices and limitations.
How to Recognize Bad Data
As much as possible, try to recognize bad data. The following could be red flags:
- Empty/blank cells: Ask if the respondents did not answer this information or if it is simply incomplete.
- Data that doesn’t make sense: For instance, dates should be in a date format. Postal codes should be written as Letter/Number/Letter Space Number/Letter/Number.
Many open data sets come with source notes. Take the time to review the notes to understand how the data was collected and what it does (and doesn’t) represent.
- "Steven Manson, Jonathan Schroeder, David Van Riper, and Steven Ruggles. IPUMS National Historical Geographic Information System: Version 14.0 [Database]. Minneapolis, MN: IPUMS. 2019. DOI: http://doi.org/10.18128/D050.V14.0. Retrieved February 14, 2022 from https://ontheline.github.io/otl-racial-change/index-caption.html" ↵
|
pressbooks
|
2025-03-22T05:09:24.510970
|
07-7-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/beware-of-bias/#chapter-273-section-1",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/look-closely-at-your-data/
|
Module 3: Assessing Data Credibility
Look Closely at Your Data
Watch out for Simpson’s Paradox! Edward Simpson described this phenomenon in 1951. It is often associated with an analysis of potential gender discrimination at University of California, Berkeley (UC Berkeley). In the 1970s, there was a concern about gender discrimination with regard to student acceptance. At an aggregate level, it appeared as though there may be an issue.
However, once the data was further broken down into groups and their acceptance rates to investigate the situation further, it turned out that the gender bias was for women instead of against them in four departments, while there was no bias in the other departments.
What had led to the data coming across as the reverse of what was actually happening was due to Simpson’s Paradox as a result of most women actually applying to departments with lower acceptance rates in comparison to men. This situation tells us to look at data from various angles and break it down further if possible to avoid something like Simpson’s Paradox situation arising from any hidden variables in the data. And not only to just look at charts and numbers when making decisions, but also to take the time to disaggregate the data as required.
|
pressbooks
|
2025-03-22T05:09:24.521637
|
07-7-2023
|
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"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/ensure-your-comparisons-are-meaningful/
|
Module 3: Assessing Data Credibility
Ensure Your Comparisons Are Meaningful
Data visualization helps to compare information. You hear the term “apples to apples” comparisons. This means comparing data sets that are alike. Two sets of statistics that are being used to derive a comparison need to be meaningful comparators.
Common Descriptive Statistics
Browse through the list below for commonly used descriptive statistics:
You may also need to adjust for time. For example, when looking at household income data from 1970 to 2021, you will need to adjust for inflation. [See the Bank of Canada’s Inflation Calculator.] Often, economists distinguish between nominal data (unadjusted) versus real data (adjusted over time). See Figure 3.1[1] for a line graph example of how nominal and real data differ.
Check your knowledge using the line graph in Figure 3.2[2] with the activity that follows.
Avoid Confirmation Bias
When looking for data, we may be seeking to confirm what we already believe. While this may be human nature, it is important to find objective sources of data and let the analysis speak for itself. Reviewing good quality data can help to challenge our assumptions and ensure that we retain as much objectivity as possible.
- Statistics Canada. Table 14-10-0204-01 Average weekly earnings by industry, annual. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 9th, 2022. DOI: https://doi.org/10.25318/1410020401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.537016
|
07-7-2023
|
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"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/ensure-your-comparisons-are-meaningful/#chapter-278-section-1
|
Module 3: Assessing Data Credibility
Ensure Your Comparisons Are Meaningful
Data visualization helps to compare information. You hear the term “apples to apples” comparisons. This means comparing data sets that are alike. Two sets of statistics that are being used to derive a comparison need to be meaningful comparators.
Common Descriptive Statistics
Browse through the list below for commonly used descriptive statistics:
You may also need to adjust for time. For example, when looking at household income data from 1970 to 2021, you will need to adjust for inflation. [See the Bank of Canada’s Inflation Calculator.] Often, economists distinguish between nominal data (unadjusted) versus real data (adjusted over time). See Figure 3.1[1] for a line graph example of how nominal and real data differ.
Check your knowledge using the line graph in Figure 3.2[2] with the activity that follows.
Avoid Confirmation Bias
When looking for data, we may be seeking to confirm what we already believe. While this may be human nature, it is important to find objective sources of data and let the analysis speak for itself. Reviewing good quality data can help to challenge our assumptions and ensure that we retain as much objectivity as possible.
- Statistics Canada. Table 14-10-0204-01 Average weekly earnings by industry, annual. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 9th, 2022. DOI: https://doi.org/10.25318/1410020401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.551858
|
07-7-2023
|
{
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/ensure-your-comparisons-are-meaningful/#chapter-278-section-1",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/ensure-your-comparisons-are-meaningful/#chapter-278-section-2
|
Module 3: Assessing Data Credibility
Ensure Your Comparisons Are Meaningful
Data visualization helps to compare information. You hear the term “apples to apples” comparisons. This means comparing data sets that are alike. Two sets of statistics that are being used to derive a comparison need to be meaningful comparators.
Common Descriptive Statistics
Browse through the list below for commonly used descriptive statistics:
You may also need to adjust for time. For example, when looking at household income data from 1970 to 2021, you will need to adjust for inflation. [See the Bank of Canada’s Inflation Calculator.] Often, economists distinguish between nominal data (unadjusted) versus real data (adjusted over time). See Figure 3.1[1] for a line graph example of how nominal and real data differ.
Check your knowledge using the line graph in Figure 3.2[2] with the activity that follows.
Avoid Confirmation Bias
When looking for data, we may be seeking to confirm what we already believe. While this may be human nature, it is important to find objective sources of data and let the analysis speak for itself. Reviewing good quality data can help to challenge our assumptions and ensure that we retain as much objectivity as possible.
- Statistics Canada. Table 14-10-0204-01 Average weekly earnings by industry, annual. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 9th, 2022. DOI: https://doi.org/10.25318/1410020401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.566353
|
07-7-2023
|
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/ensure-your-comparisons-are-meaningful/#chapter-278-section-2",
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"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/citing-your-data/
|
Module 3: Assessing Data Credibility
Citing Your Data
Although you are likely creating your own, original data visualizations, they are based on external data sources. Any reader who is looking at your data visualization should be able to find its original source. Don’t forget to cite your data source that you used to create your visualization. Review some tips on citing data from the Ryerson University library.
|
pressbooks
|
2025-03-22T05:09:24.576609
|
07-7-2023
|
{
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/citing-your-data/",
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"title": "Critical Data Literacy",
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"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/summary-3/
|
Module 3: Assessing Data Credibility
Summary
In this module, you learned how to find good quality data, examine a data source for bias, ensure comparisons are meaningful and cite your data appropriately.
Now that you understand how to find and evaluate credible sources of data, you can dive deeper into responsible storytelling with data.
Next up, in Module 4, we will learn some considerations for creating your own responsible data visualizations.
|
pressbooks
|
2025-03-22T05:09:24.586846
|
07-7-2023
|
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"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/introduction-3/
|
Module 4: Responsible Data Storytelling
Introduction
In addition to using good quality data, you should also consider how you are presenting the data. It is important to communicate the data effectively and accurately to ensure that you are not misleading your audience.
Learning Objectives
By the end of this module, you should be able to:
- Explain some of the key considerations for telling responsible stories with data.
- Outline some effective ways to communicate data.
|
pressbooks
|
2025-03-22T05:09:24.598056
|
07-7-2023
|
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/introduction-3/",
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"title": "Critical Data Literacy",
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"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/advantages-of-data-visualization/
|
Module 4: Responsible Data Storytelling
Advantages of Data Visualization
Why visualize data? Data can help to convey important information in a meaningful and persuasive way. Visualizing data has many advantages:
- Complex data can be easily understood.
- A simple visual representation of outliers, target audiences and futures markets can be created.
- Storytelling may be more effective with dashboards and animations.
- Data can be explored through interactive visualizations.
|
pressbooks
|
2025-03-22T05:09:24.608564
|
07-7-2023
|
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/advantages-of-data-visualization/",
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"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/edward-tufte/
|
Module 4: Responsible Data Storytelling
Data Visualization Expert Edward Tufte
Statistician and artist Edward Tufte wrote a book The Visual Display of Quantitative Information which provides a history of data graphics. Although the book was published in 1983, it is still considered one of the key books in this area. Tufte uses the term to describe poor data visualizations that either don’t inform at all or providing misleading information due to the way the data is presented. He also recommends a strong where the data is presented as is and not distorted to provide misinformation or a form of editorializing of the data.
Term coined by statistician Edward Tufte used to describe a chart or graph that misleads or distorts data.
Term coined by statistician Edward Tufte. It underscores the importance of providing data as is and avoiding any possible distortion or editorializing.
|
pressbooks
|
2025-03-22T05:09:24.619732
|
07-7-2023
|
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"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/considerations-an-overview/
|
Module 4: Responsible Data Storytelling
Considerations
In this section, we’ll explore the various considerations for creating your own data visualization. These include:
- Cognitive load
- Accessibility
- Colour
- Fonts
- Gestalt’s principles:
- Proximity
- Similarity
- Continuity
- Closure
- Figure-ground
Cognitive Load
Cognitive scientist James Bruner suggested that we are 22 times more likely to remember information if it’s presented as a story. When drafting data visualizations, we want to manage our audience’s cognitive load. Cognitive load is the mental effort needed to take in new information. Think of it as humans’ ability to process. In designing a data visualization, we want to make the best use of human processing power and direct the audience to what they need to know.
Accessibility
To ensure your infographic is accessible, make sure that you design for accessibility. Below are some tips:
- Use contrasting colours. A bar graph with five shades of blue for example may be too difficult to read. If possible, review your data visualizations through colourblind eyes. Try the Colour Contrast Checker which is a tool for checking foreground and background colours. Figure 4.1-4.3[1] below display the same data with different background colours.
Reflection
Which graph grabs your attention from the ones above?
- Provide an alternative format or brief description for images for individuals using screen readers.
Deeper Dive
You can learn more about creating accessible infographics through this resource from the Universal Design Center.
Colour
Visual communication can overcome certain communication barriers such as language. Data visualizations have the ability to communicate more universally. However, visual communication is not universal. Our ways of looking are strongly influenced and possibly determined by the visual culture we inhabit. We learn certain ways of looking at the world, and what we see is governed by the ways of looking that we have acquired culturally. Colours may also have cultural connotations. When developing visualizations for external audiences, you may want to look at David McCandless’ work on colour meaning across cultures.
Fonts
When selecting fonts, here are a few suggestions:
- Strategically use typefaces to communicate varying feelings, moods, style, and emphasis.
- Serif fonts have a traditional feel and style and are often preferred in print.
- San Serif fonts have a modern feel/style and are better for headlines.
Questions to ask yourself about selecting fonts:
- Is your message evident from the visuals and text?
- Have you used creative, relevant visuals in your designs?
- Is the text appropriate and tailored to your audience?
- How do your creative pieces stand out?
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.636179
|
07-7-2023
|
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/considerations-an-overview/#chapter-286-section-1
|
Module 4: Responsible Data Storytelling
Considerations
In this section, we’ll explore the various considerations for creating your own data visualization. These include:
- Cognitive load
- Accessibility
- Colour
- Fonts
- Gestalt’s principles:
- Proximity
- Similarity
- Continuity
- Closure
- Figure-ground
Cognitive Load
Cognitive scientist James Bruner suggested that we are 22 times more likely to remember information if it’s presented as a story. When drafting data visualizations, we want to manage our audience’s cognitive load. Cognitive load is the mental effort needed to take in new information. Think of it as humans’ ability to process. In designing a data visualization, we want to make the best use of human processing power and direct the audience to what they need to know.
Accessibility
To ensure your infographic is accessible, make sure that you design for accessibility. Below are some tips:
- Use contrasting colours. A bar graph with five shades of blue for example may be too difficult to read. If possible, review your data visualizations through colourblind eyes. Try the Colour Contrast Checker which is a tool for checking foreground and background colours. Figure 4.1-4.3[1] below display the same data with different background colours.
Reflection
Which graph grabs your attention from the ones above?
- Provide an alternative format or brief description for images for individuals using screen readers.
Deeper Dive
You can learn more about creating accessible infographics through this resource from the Universal Design Center.
Colour
Visual communication can overcome certain communication barriers such as language. Data visualizations have the ability to communicate more universally. However, visual communication is not universal. Our ways of looking are strongly influenced and possibly determined by the visual culture we inhabit. We learn certain ways of looking at the world, and what we see is governed by the ways of looking that we have acquired culturally. Colours may also have cultural connotations. When developing visualizations for external audiences, you may want to look at David McCandless’ work on colour meaning across cultures.
Fonts
When selecting fonts, here are a few suggestions:
- Strategically use typefaces to communicate varying feelings, moods, style, and emphasis.
- Serif fonts have a traditional feel and style and are often preferred in print.
- San Serif fonts have a modern feel/style and are better for headlines.
Questions to ask yourself about selecting fonts:
- Is your message evident from the visuals and text?
- Have you used creative, relevant visuals in your designs?
- Is the text appropriate and tailored to your audience?
- How do your creative pieces stand out?
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
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pressbooks
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2025-03-22T05:09:24.652110
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07-7-2023
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"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/considerations-an-overview/#chapter-286-section-2
|
Module 4: Responsible Data Storytelling
Considerations
In this section, we’ll explore the various considerations for creating your own data visualization. These include:
- Cognitive load
- Accessibility
- Colour
- Fonts
- Gestalt’s principles:
- Proximity
- Similarity
- Continuity
- Closure
- Figure-ground
Cognitive Load
Cognitive scientist James Bruner suggested that we are 22 times more likely to remember information if it’s presented as a story. When drafting data visualizations, we want to manage our audience’s cognitive load. Cognitive load is the mental effort needed to take in new information. Think of it as humans’ ability to process. In designing a data visualization, we want to make the best use of human processing power and direct the audience to what they need to know.
Accessibility
To ensure your infographic is accessible, make sure that you design for accessibility. Below are some tips:
- Use contrasting colours. A bar graph with five shades of blue for example may be too difficult to read. If possible, review your data visualizations through colourblind eyes. Try the Colour Contrast Checker which is a tool for checking foreground and background colours. Figure 4.1-4.3[1] below display the same data with different background colours.
Reflection
Which graph grabs your attention from the ones above?
- Provide an alternative format or brief description for images for individuals using screen readers.
Deeper Dive
You can learn more about creating accessible infographics through this resource from the Universal Design Center.
Colour
Visual communication can overcome certain communication barriers such as language. Data visualizations have the ability to communicate more universally. However, visual communication is not universal. Our ways of looking are strongly influenced and possibly determined by the visual culture we inhabit. We learn certain ways of looking at the world, and what we see is governed by the ways of looking that we have acquired culturally. Colours may also have cultural connotations. When developing visualizations for external audiences, you may want to look at David McCandless’ work on colour meaning across cultures.
Fonts
When selecting fonts, here are a few suggestions:
- Strategically use typefaces to communicate varying feelings, moods, style, and emphasis.
- Serif fonts have a traditional feel and style and are often preferred in print.
- San Serif fonts have a modern feel/style and are better for headlines.
Questions to ask yourself about selecting fonts:
- Is your message evident from the visuals and text?
- Have you used creative, relevant visuals in your designs?
- Is the text appropriate and tailored to your audience?
- How do your creative pieces stand out?
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
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pressbooks
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2025-03-22T05:09:24.667947
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07-7-2023
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/considerations-an-overview/#chapter-286-section-3
|
Module 4: Responsible Data Storytelling
Considerations
In this section, we’ll explore the various considerations for creating your own data visualization. These include:
- Cognitive load
- Accessibility
- Colour
- Fonts
- Gestalt’s principles:
- Proximity
- Similarity
- Continuity
- Closure
- Figure-ground
Cognitive Load
Cognitive scientist James Bruner suggested that we are 22 times more likely to remember information if it’s presented as a story. When drafting data visualizations, we want to manage our audience’s cognitive load. Cognitive load is the mental effort needed to take in new information. Think of it as humans’ ability to process. In designing a data visualization, we want to make the best use of human processing power and direct the audience to what they need to know.
Accessibility
To ensure your infographic is accessible, make sure that you design for accessibility. Below are some tips:
- Use contrasting colours. A bar graph with five shades of blue for example may be too difficult to read. If possible, review your data visualizations through colourblind eyes. Try the Colour Contrast Checker which is a tool for checking foreground and background colours. Figure 4.1-4.3[1] below display the same data with different background colours.
Reflection
Which graph grabs your attention from the ones above?
- Provide an alternative format or brief description for images for individuals using screen readers.
Deeper Dive
You can learn more about creating accessible infographics through this resource from the Universal Design Center.
Colour
Visual communication can overcome certain communication barriers such as language. Data visualizations have the ability to communicate more universally. However, visual communication is not universal. Our ways of looking are strongly influenced and possibly determined by the visual culture we inhabit. We learn certain ways of looking at the world, and what we see is governed by the ways of looking that we have acquired culturally. Colours may also have cultural connotations. When developing visualizations for external audiences, you may want to look at David McCandless’ work on colour meaning across cultures.
Fonts
When selecting fonts, here are a few suggestions:
- Strategically use typefaces to communicate varying feelings, moods, style, and emphasis.
- Serif fonts have a traditional feel and style and are often preferred in print.
- San Serif fonts have a modern feel/style and are better for headlines.
Questions to ask yourself about selecting fonts:
- Is your message evident from the visuals and text?
- Have you used creative, relevant visuals in your designs?
- Is the text appropriate and tailored to your audience?
- How do your creative pieces stand out?
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:24.683663
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07-7-2023
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/considerations-an-overview/#chapter-286-section-4
|
Module 4: Responsible Data Storytelling
Considerations
In this section, we’ll explore the various considerations for creating your own data visualization. These include:
- Cognitive load
- Accessibility
- Colour
- Fonts
- Gestalt’s principles:
- Proximity
- Similarity
- Continuity
- Closure
- Figure-ground
Cognitive Load
Cognitive scientist James Bruner suggested that we are 22 times more likely to remember information if it’s presented as a story. When drafting data visualizations, we want to manage our audience’s cognitive load. Cognitive load is the mental effort needed to take in new information. Think of it as humans’ ability to process. In designing a data visualization, we want to make the best use of human processing power and direct the audience to what they need to know.
Accessibility
To ensure your infographic is accessible, make sure that you design for accessibility. Below are some tips:
- Use contrasting colours. A bar graph with five shades of blue for example may be too difficult to read. If possible, review your data visualizations through colourblind eyes. Try the Colour Contrast Checker which is a tool for checking foreground and background colours. Figure 4.1-4.3[1] below display the same data with different background colours.
Reflection
Which graph grabs your attention from the ones above?
- Provide an alternative format or brief description for images for individuals using screen readers.
Deeper Dive
You can learn more about creating accessible infographics through this resource from the Universal Design Center.
Colour
Visual communication can overcome certain communication barriers such as language. Data visualizations have the ability to communicate more universally. However, visual communication is not universal. Our ways of looking are strongly influenced and possibly determined by the visual culture we inhabit. We learn certain ways of looking at the world, and what we see is governed by the ways of looking that we have acquired culturally. Colours may also have cultural connotations. When developing visualizations for external audiences, you may want to look at David McCandless’ work on colour meaning across cultures.
Fonts
When selecting fonts, here are a few suggestions:
- Strategically use typefaces to communicate varying feelings, moods, style, and emphasis.
- Serif fonts have a traditional feel and style and are often preferred in print.
- San Serif fonts have a modern feel/style and are better for headlines.
Questions to ask yourself about selecting fonts:
- Is your message evident from the visuals and text?
- Have you used creative, relevant visuals in your designs?
- Is the text appropriate and tailored to your audience?
- How do your creative pieces stand out?
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:24.699162
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07-7-2023
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"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/gestalts-principles/
|
Module 4: Responsible Data Storytelling
Gestalt’s Principles
In the 1900s, the Gestalt School of Psychology defined some basic principals of visual perception that are still widely accepted today and can be applied as a framework in developing data visualizations.
Proximity
Proximity refers to the closeness of visual elements. The separate design entities come together to create a “unified whole” due to their distance/space from one another. The closer the entities appear, the stronger the relationship. See Figure 4.1[1] below for an example of how proximity in a scatterplot defines a relationship.
Similarity
Similarity refers to unity and wholeness (e.g. shapes, text, colours). Elements that look alike are seen as belonging to the same group or creating a pattern to form a singular unit. See Figure 4.2[2] for an example of how repeating colours represent similarity.
Continuity
Continuity refers to our eyes continuing the design of a path, line, or curve , though it may extend beyond the page. The mind will automatically fill in the gap to “go with the flow”. See Figure 4.3[3] for an example of continuity.
Closure
Closure refers to our mind completing missing portions of a design. There must be enough parts available for the image to be “filled in”; if the image is too abstract, there are minimal reference points for the mind to complete it. See Figure 4.4[4] for an example of how our mind automatically imagine a line connecting the 2 broken ones.
Figure-Ground
Figure-Ground refers to the design’s focal point (figure) and background (ground) details. Using figure-ground will allow the audience to automatically find the areas to focus upon. Figure 4.4[5] displays good contrast, whereas Figure 4.5 displays poor contrast with the same data.
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:24.713147
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07-7-2023
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/gestalts-principles/#chapter-290-section-1
|
Module 4: Responsible Data Storytelling
Gestalt’s Principles
In the 1900s, the Gestalt School of Psychology defined some basic principals of visual perception that are still widely accepted today and can be applied as a framework in developing data visualizations.
Proximity
Proximity refers to the closeness of visual elements. The separate design entities come together to create a “unified whole” due to their distance/space from one another. The closer the entities appear, the stronger the relationship. See Figure 4.1[1] below for an example of how proximity in a scatterplot defines a relationship.
Similarity
Similarity refers to unity and wholeness (e.g. shapes, text, colours). Elements that look alike are seen as belonging to the same group or creating a pattern to form a singular unit. See Figure 4.2[2] for an example of how repeating colours represent similarity.
Continuity
Continuity refers to our eyes continuing the design of a path, line, or curve , though it may extend beyond the page. The mind will automatically fill in the gap to “go with the flow”. See Figure 4.3[3] for an example of continuity.
Closure
Closure refers to our mind completing missing portions of a design. There must be enough parts available for the image to be “filled in”; if the image is too abstract, there are minimal reference points for the mind to complete it. See Figure 4.4[4] for an example of how our mind automatically imagine a line connecting the 2 broken ones.
Figure-Ground
Figure-Ground refers to the design’s focal point (figure) and background (ground) details. Using figure-ground will allow the audience to automatically find the areas to focus upon. Figure 4.4[5] displays good contrast, whereas Figure 4.5 displays poor contrast with the same data.
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:24.726640
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07-7-2023
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/gestalts-principles/#chapter-290-section-2
|
Module 4: Responsible Data Storytelling
Gestalt’s Principles
In the 1900s, the Gestalt School of Psychology defined some basic principals of visual perception that are still widely accepted today and can be applied as a framework in developing data visualizations.
Proximity
Proximity refers to the closeness of visual elements. The separate design entities come together to create a “unified whole” due to their distance/space from one another. The closer the entities appear, the stronger the relationship. See Figure 4.1[1] below for an example of how proximity in a scatterplot defines a relationship.
Similarity
Similarity refers to unity and wholeness (e.g. shapes, text, colours). Elements that look alike are seen as belonging to the same group or creating a pattern to form a singular unit. See Figure 4.2[2] for an example of how repeating colours represent similarity.
Continuity
Continuity refers to our eyes continuing the design of a path, line, or curve , though it may extend beyond the page. The mind will automatically fill in the gap to “go with the flow”. See Figure 4.3[3] for an example of continuity.
Closure
Closure refers to our mind completing missing portions of a design. There must be enough parts available for the image to be “filled in”; if the image is too abstract, there are minimal reference points for the mind to complete it. See Figure 4.4[4] for an example of how our mind automatically imagine a line connecting the 2 broken ones.
Figure-Ground
Figure-Ground refers to the design’s focal point (figure) and background (ground) details. Using figure-ground will allow the audience to automatically find the areas to focus upon. Figure 4.4[5] displays good contrast, whereas Figure 4.5 displays poor contrast with the same data.
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:24.739924
|
07-7-2023
|
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/gestalts-principles/#chapter-290-section-3
|
Module 4: Responsible Data Storytelling
Gestalt’s Principles
In the 1900s, the Gestalt School of Psychology defined some basic principals of visual perception that are still widely accepted today and can be applied as a framework in developing data visualizations.
Proximity
Proximity refers to the closeness of visual elements. The separate design entities come together to create a “unified whole” due to their distance/space from one another. The closer the entities appear, the stronger the relationship. See Figure 4.1[1] below for an example of how proximity in a scatterplot defines a relationship.
Similarity
Similarity refers to unity and wholeness (e.g. shapes, text, colours). Elements that look alike are seen as belonging to the same group or creating a pattern to form a singular unit. See Figure 4.2[2] for an example of how repeating colours represent similarity.
Continuity
Continuity refers to our eyes continuing the design of a path, line, or curve , though it may extend beyond the page. The mind will automatically fill in the gap to “go with the flow”. See Figure 4.3[3] for an example of continuity.
Closure
Closure refers to our mind completing missing portions of a design. There must be enough parts available for the image to be “filled in”; if the image is too abstract, there are minimal reference points for the mind to complete it. See Figure 4.4[4] for an example of how our mind automatically imagine a line connecting the 2 broken ones.
Figure-Ground
Figure-Ground refers to the design’s focal point (figure) and background (ground) details. Using figure-ground will allow the audience to automatically find the areas to focus upon. Figure 4.4[5] displays good contrast, whereas Figure 4.5 displays poor contrast with the same data.
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.753421
|
07-7-2023
|
{
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/gestalts-principles/#chapter-290-section-3",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/gestalts-principles/#chapter-290-section-4
|
Module 4: Responsible Data Storytelling
Gestalt’s Principles
In the 1900s, the Gestalt School of Psychology defined some basic principals of visual perception that are still widely accepted today and can be applied as a framework in developing data visualizations.
Proximity
Proximity refers to the closeness of visual elements. The separate design entities come together to create a “unified whole” due to their distance/space from one another. The closer the entities appear, the stronger the relationship. See Figure 4.1[1] below for an example of how proximity in a scatterplot defines a relationship.
Similarity
Similarity refers to unity and wholeness (e.g. shapes, text, colours). Elements that look alike are seen as belonging to the same group or creating a pattern to form a singular unit. See Figure 4.2[2] for an example of how repeating colours represent similarity.
Continuity
Continuity refers to our eyes continuing the design of a path, line, or curve , though it may extend beyond the page. The mind will automatically fill in the gap to “go with the flow”. See Figure 4.3[3] for an example of continuity.
Closure
Closure refers to our mind completing missing portions of a design. There must be enough parts available for the image to be “filled in”; if the image is too abstract, there are minimal reference points for the mind to complete it. See Figure 4.4[4] for an example of how our mind automatically imagine a line connecting the 2 broken ones.
Figure-Ground
Figure-Ground refers to the design’s focal point (figure) and background (ground) details. Using figure-ground will allow the audience to automatically find the areas to focus upon. Figure 4.4[5] displays good contrast, whereas Figure 4.5 displays poor contrast with the same data.
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.766493
|
07-7-2023
|
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/gestalts-principles/#chapter-290-section-4",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
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"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/gestalts-principles/#chapter-290-section-5
|
Module 4: Responsible Data Storytelling
Gestalt’s Principles
In the 1900s, the Gestalt School of Psychology defined some basic principals of visual perception that are still widely accepted today and can be applied as a framework in developing data visualizations.
Proximity
Proximity refers to the closeness of visual elements. The separate design entities come together to create a “unified whole” due to their distance/space from one another. The closer the entities appear, the stronger the relationship. See Figure 4.1[1] below for an example of how proximity in a scatterplot defines a relationship.
Similarity
Similarity refers to unity and wholeness (e.g. shapes, text, colours). Elements that look alike are seen as belonging to the same group or creating a pattern to form a singular unit. See Figure 4.2[2] for an example of how repeating colours represent similarity.
Continuity
Continuity refers to our eyes continuing the design of a path, line, or curve , though it may extend beyond the page. The mind will automatically fill in the gap to “go with the flow”. See Figure 4.3[3] for an example of continuity.
Closure
Closure refers to our mind completing missing portions of a design. There must be enough parts available for the image to be “filled in”; if the image is too abstract, there are minimal reference points for the mind to complete it. See Figure 4.4[4] for an example of how our mind automatically imagine a line connecting the 2 broken ones.
Figure-Ground
Figure-Ground refers to the design’s focal point (figure) and background (ground) details. Using figure-ground will allow the audience to automatically find the areas to focus upon. Figure 4.4[5] displays good contrast, whereas Figure 4.5 displays poor contrast with the same data.
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 8th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.779594
|
07-7-2023
|
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"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/developing-your-data-visualization/
|
Module 4: Responsible Data Storytelling
Developing Your Data Visualization
Consider your audience first. Be specific, e.g., students in their first-year of university. Broad terms like “stakeholders” may be appropriate but try to narrow down your audience even further such as employees or patients. If you have multiple stakeholders with a wide variety of interests, that may lend itself to multiple data visualizations.
Questions to ask yourself about your audience include:
- To whom are you communicating?
- What do you want your audience to know or do?
- How can you use data to make your point? (Nussbaumer Knaflic, p 20-21)
When building a good data story, consider the following:
- Keep it relevant. The data should be meaningful to your audience.
- Analyze good quality data from reliable sources.
- Develop a clear narrative.
- Use visuals to augment your story in a compelling way.
|
pressbooks
|
2025-03-22T05:09:24.790880
|
07-7-2023
|
{
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/developing-your-data-visualization/",
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"institution": "",
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/data-visualization-checklist/
|
Module 4: Responsible Data Storytelling
Data Visualization Checklist
Below is a checklist of considerations when creating your data visualization:
- It has a coherent narrative that tells a story
- Information is from reliable sources
- Charts and diagrams selected are appropriate for data
- Data visualizations have clear titles and labels
- Sources are references as needed
- It is easy to understand at a glance
- Key messages are clear and supported by visuals
- It is clutter free
|
pressbooks
|
2025-03-22T05:09:24.801878
|
07-7-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/data-visualization-checklist/",
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"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/summary-4/
|
Module 4: Responsible Data Storytelling
Summary
In this module, you learned some guidelines for telling an effective data story and considerations for creating your own data visualizations, such as cognitive load, accessibility, colour, fonts and Gestalt’s Principles.
Combined with lessons you learned in earlier modules, you should now have the skills you need to avoid misinformation caused by data visualizations.
In the next section, you can review the overall learning objectives of this short course to see how many you achieved, as well as learn more about this project.
|
pressbooks
|
2025-03-22T05:09:24.811852
|
07-7-2023
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"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/nursing-philosophy/
|
Nursing, to me, is a calling rooted in compassion, empathy, integrity, and growth—values that will guide how I serve patients and families as I progress in my journey. I believe nursing is more than a profession, it is a commitment to providing holistic care that honors each patient’s dignity, individuality, and cultural identity. My purpose is to create a healing environment where patients feel safe, valued, and empowered. By upholding ethical principles, pursuing lifelong learning, and fostering trust, I aim to meet diverse needs and advocate for equitable care. Guided by these values, I am dedicated to growing into a nurse who makes a meaningful impact.
License
To the extent possible under law, debbyomodugba has waived all copyright and related or neighboring rights to Debby's Learning Journey, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:24.821097
|
11-20-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/nursing-philosophy/",
"book_url": "https://ecampusontario.pressbooks.pub/debbyomodugba/front-matter/introduction/",
"title": "Debby's Learning Journey",
"author": "debbyomodugba",
"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/core-values/
|
Statement of Personal Values
My personal values—compassion, empathy, integrity, and growth—serve as the foundation for my journey in nursing. These values shape how I approach my education, my relationships, and my future practice. They are not just ideals but practical guides that influence my interactions with patients, peers, and instructors. By reflecting on these values, I recognize how they align with the core principles of nursing and prepare me to provide holistic, patient-centered care.
COMPASSION
This is essential in nursing, fostering trust and addressing patients’ emotional, psychological, and physical needs. Research shows compassionate care significantly improves patient outcomes (Dalvandi et al., 2019). It is a professional necessity that enhances well-being and strengthens therapeutic relationships, vital for achieving excellence in patient-centered care.
For me, compassion originates from my upbringing in a culturally rich Nigerian community, where collective care and support were fundamental values. Observing family members extend kindness and comfort to others taught me the profound impact of even the smallest acts of compassion. As a nursing student, this value inspires me to prioritize patient-centered care and approach every scenario with sensitivity and empathy. By showing patients and families that I genuinely care about their well-being, I aim to foster trust and create a supportive environment that benefits not only the patient but also my growth as a nurse.
INTEGRITY
It is a quality that underpins trust in nursing, ensuring honesty, accountability, and ethical practice. Research highlights its importance in professionalism and fostering respect within healthcare teams (Poorchangizi et al., 2019). Integrity guides ethical decision-making and builds the foundation for safe, reliable, and high-quality nursing care.
My understanding of integrity was shaped by early lessons in honesty and accountability within my family and community. Growing up in a culture where one’s actions and words held great significance taught me the importance of doing what is right, even when it is challenging. As a nursing student, integrity guides me to approach my studies with sincerity and commitment. I strive to resist shortcuts, focus on mastering foundational knowledge, and reflect honestly on my progress. By embracing integrity, I prepare myself to provide ethical, safe, and high-quality care while fostering trust and respect in my future practice.
EMPHATHY
This is one of the values that connects nurses to patients by understanding their emotions and experiences, improving trust and outcomes. Research shows empathetic behaviors enhance patient satisfaction and communication (Bas-Sarmiento et al., 2020). Empathy is essential for holistic care, addressing patients’ needs beyond the physical, and strengthening nurse-patient relationships.
For me, empathy grew from personal experiences of being cared for during illness. In those vulnerable moments, the comforting presence of someone who truly understood what I was going through made all the difference. As a nursing student, empathy shapes my interactions by reminding me to actively listen, respect different perspectives, and consider each patient’s unique challenges. It also influences how I connect with peers and instructors, fostering collaboration and mutual understanding. Empathy is not just an emotional response but a skill that requires practice and reflection, enabling me to provide care that truly addresses the whole person.
GROWTH
Growth through lifelong learning ensures nurses stay updated on evolving healthcare advancements. Research underscores its role in improving adaptability, skills, and professional excellence (Hussein et al., 2021). Continuous education is critical for personal and professional development, preparing nurses to meet ever-changing healthcare demands effectively.
For me, the value of growth originates from witnessing the transformative power of education in my community and family. Education opened doors and created opportunities, inspiring me to embrace challenges and strive for self-improvement. As a first-year nursing student, growth motivates me to master foundational concepts and approach mistakes as opportunities to learn. It reminds me that nursing is a lifelong journey, requiring constant reflection, curiosity, and dedication. By committing to growth, I ensure that I will remain competent, adaptable, and prepared to meet the demands of an ever-changing healthcare system.
|
pressbooks
|
2025-03-22T05:09:24.831109
|
11-20-2024
|
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|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/core-values/#chapter-103-section-1
|
Statement of Personal Values
My personal values—compassion, empathy, integrity, and growth—serve as the foundation for my journey in nursing. These values shape how I approach my education, my relationships, and my future practice. They are not just ideals but practical guides that influence my interactions with patients, peers, and instructors. By reflecting on these values, I recognize how they align with the core principles of nursing and prepare me to provide holistic, patient-centered care.
COMPASSION
This is essential in nursing, fostering trust and addressing patients’ emotional, psychological, and physical needs. Research shows compassionate care significantly improves patient outcomes (Dalvandi et al., 2019). It is a professional necessity that enhances well-being and strengthens therapeutic relationships, vital for achieving excellence in patient-centered care.
For me, compassion originates from my upbringing in a culturally rich Nigerian community, where collective care and support were fundamental values. Observing family members extend kindness and comfort to others taught me the profound impact of even the smallest acts of compassion. As a nursing student, this value inspires me to prioritize patient-centered care and approach every scenario with sensitivity and empathy. By showing patients and families that I genuinely care about their well-being, I aim to foster trust and create a supportive environment that benefits not only the patient but also my growth as a nurse.
INTEGRITY
It is a quality that underpins trust in nursing, ensuring honesty, accountability, and ethical practice. Research highlights its importance in professionalism and fostering respect within healthcare teams (Poorchangizi et al., 2019). Integrity guides ethical decision-making and builds the foundation for safe, reliable, and high-quality nursing care.
My understanding of integrity was shaped by early lessons in honesty and accountability within my family and community. Growing up in a culture where one’s actions and words held great significance taught me the importance of doing what is right, even when it is challenging. As a nursing student, integrity guides me to approach my studies with sincerity and commitment. I strive to resist shortcuts, focus on mastering foundational knowledge, and reflect honestly on my progress. By embracing integrity, I prepare myself to provide ethical, safe, and high-quality care while fostering trust and respect in my future practice.
EMPHATHY
This is one of the values that connects nurses to patients by understanding their emotions and experiences, improving trust and outcomes. Research shows empathetic behaviors enhance patient satisfaction and communication (Bas-Sarmiento et al., 2020). Empathy is essential for holistic care, addressing patients’ needs beyond the physical, and strengthening nurse-patient relationships.
For me, empathy grew from personal experiences of being cared for during illness. In those vulnerable moments, the comforting presence of someone who truly understood what I was going through made all the difference. As a nursing student, empathy shapes my interactions by reminding me to actively listen, respect different perspectives, and consider each patient’s unique challenges. It also influences how I connect with peers and instructors, fostering collaboration and mutual understanding. Empathy is not just an emotional response but a skill that requires practice and reflection, enabling me to provide care that truly addresses the whole person.
GROWTH
Growth through lifelong learning ensures nurses stay updated on evolving healthcare advancements. Research underscores its role in improving adaptability, skills, and professional excellence (Hussein et al., 2021). Continuous education is critical for personal and professional development, preparing nurses to meet ever-changing healthcare demands effectively.
For me, the value of growth originates from witnessing the transformative power of education in my community and family. Education opened doors and created opportunities, inspiring me to embrace challenges and strive for self-improvement. As a first-year nursing student, growth motivates me to master foundational concepts and approach mistakes as opportunities to learn. It reminds me that nursing is a lifelong journey, requiring constant reflection, curiosity, and dedication. By committing to growth, I ensure that I will remain competent, adaptable, and prepared to meet the demands of an ever-changing healthcare system.
|
pressbooks
|
2025-03-22T05:09:24.843346
|
11-20-2024
|
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|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/core-values/#chapter-103-section-2
|
Statement of Personal Values
My personal values—compassion, empathy, integrity, and growth—serve as the foundation for my journey in nursing. These values shape how I approach my education, my relationships, and my future practice. They are not just ideals but practical guides that influence my interactions with patients, peers, and instructors. By reflecting on these values, I recognize how they align with the core principles of nursing and prepare me to provide holistic, patient-centered care.
COMPASSION
This is essential in nursing, fostering trust and addressing patients’ emotional, psychological, and physical needs. Research shows compassionate care significantly improves patient outcomes (Dalvandi et al., 2019). It is a professional necessity that enhances well-being and strengthens therapeutic relationships, vital for achieving excellence in patient-centered care.
For me, compassion originates from my upbringing in a culturally rich Nigerian community, where collective care and support were fundamental values. Observing family members extend kindness and comfort to others taught me the profound impact of even the smallest acts of compassion. As a nursing student, this value inspires me to prioritize patient-centered care and approach every scenario with sensitivity and empathy. By showing patients and families that I genuinely care about their well-being, I aim to foster trust and create a supportive environment that benefits not only the patient but also my growth as a nurse.
INTEGRITY
It is a quality that underpins trust in nursing, ensuring honesty, accountability, and ethical practice. Research highlights its importance in professionalism and fostering respect within healthcare teams (Poorchangizi et al., 2019). Integrity guides ethical decision-making and builds the foundation for safe, reliable, and high-quality nursing care.
My understanding of integrity was shaped by early lessons in honesty and accountability within my family and community. Growing up in a culture where one’s actions and words held great significance taught me the importance of doing what is right, even when it is challenging. As a nursing student, integrity guides me to approach my studies with sincerity and commitment. I strive to resist shortcuts, focus on mastering foundational knowledge, and reflect honestly on my progress. By embracing integrity, I prepare myself to provide ethical, safe, and high-quality care while fostering trust and respect in my future practice.
EMPHATHY
This is one of the values that connects nurses to patients by understanding their emotions and experiences, improving trust and outcomes. Research shows empathetic behaviors enhance patient satisfaction and communication (Bas-Sarmiento et al., 2020). Empathy is essential for holistic care, addressing patients’ needs beyond the physical, and strengthening nurse-patient relationships.
For me, empathy grew from personal experiences of being cared for during illness. In those vulnerable moments, the comforting presence of someone who truly understood what I was going through made all the difference. As a nursing student, empathy shapes my interactions by reminding me to actively listen, respect different perspectives, and consider each patient’s unique challenges. It also influences how I connect with peers and instructors, fostering collaboration and mutual understanding. Empathy is not just an emotional response but a skill that requires practice and reflection, enabling me to provide care that truly addresses the whole person.
GROWTH
Growth through lifelong learning ensures nurses stay updated on evolving healthcare advancements. Research underscores its role in improving adaptability, skills, and professional excellence (Hussein et al., 2021). Continuous education is critical for personal and professional development, preparing nurses to meet ever-changing healthcare demands effectively.
For me, the value of growth originates from witnessing the transformative power of education in my community and family. Education opened doors and created opportunities, inspiring me to embrace challenges and strive for self-improvement. As a first-year nursing student, growth motivates me to master foundational concepts and approach mistakes as opportunities to learn. It reminds me that nursing is a lifelong journey, requiring constant reflection, curiosity, and dedication. By committing to growth, I ensure that I will remain competent, adaptable, and prepared to meet the demands of an ever-changing healthcare system.
|
pressbooks
|
2025-03-22T05:09:24.854146
|
11-20-2024
|
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"title": "Debby's Learning Journey",
"author": "debbyomodugba",
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"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/core-values/#chapter-103-section-3
|
Statement of Personal Values
My personal values—compassion, empathy, integrity, and growth—serve as the foundation for my journey in nursing. These values shape how I approach my education, my relationships, and my future practice. They are not just ideals but practical guides that influence my interactions with patients, peers, and instructors. By reflecting on these values, I recognize how they align with the core principles of nursing and prepare me to provide holistic, patient-centered care.
COMPASSION
This is essential in nursing, fostering trust and addressing patients’ emotional, psychological, and physical needs. Research shows compassionate care significantly improves patient outcomes (Dalvandi et al., 2019). It is a professional necessity that enhances well-being and strengthens therapeutic relationships, vital for achieving excellence in patient-centered care.
For me, compassion originates from my upbringing in a culturally rich Nigerian community, where collective care and support were fundamental values. Observing family members extend kindness and comfort to others taught me the profound impact of even the smallest acts of compassion. As a nursing student, this value inspires me to prioritize patient-centered care and approach every scenario with sensitivity and empathy. By showing patients and families that I genuinely care about their well-being, I aim to foster trust and create a supportive environment that benefits not only the patient but also my growth as a nurse.
INTEGRITY
It is a quality that underpins trust in nursing, ensuring honesty, accountability, and ethical practice. Research highlights its importance in professionalism and fostering respect within healthcare teams (Poorchangizi et al., 2019). Integrity guides ethical decision-making and builds the foundation for safe, reliable, and high-quality nursing care.
My understanding of integrity was shaped by early lessons in honesty and accountability within my family and community. Growing up in a culture where one’s actions and words held great significance taught me the importance of doing what is right, even when it is challenging. As a nursing student, integrity guides me to approach my studies with sincerity and commitment. I strive to resist shortcuts, focus on mastering foundational knowledge, and reflect honestly on my progress. By embracing integrity, I prepare myself to provide ethical, safe, and high-quality care while fostering trust and respect in my future practice.
EMPHATHY
This is one of the values that connects nurses to patients by understanding their emotions and experiences, improving trust and outcomes. Research shows empathetic behaviors enhance patient satisfaction and communication (Bas-Sarmiento et al., 2020). Empathy is essential for holistic care, addressing patients’ needs beyond the physical, and strengthening nurse-patient relationships.
For me, empathy grew from personal experiences of being cared for during illness. In those vulnerable moments, the comforting presence of someone who truly understood what I was going through made all the difference. As a nursing student, empathy shapes my interactions by reminding me to actively listen, respect different perspectives, and consider each patient’s unique challenges. It also influences how I connect with peers and instructors, fostering collaboration and mutual understanding. Empathy is not just an emotional response but a skill that requires practice and reflection, enabling me to provide care that truly addresses the whole person.
GROWTH
Growth through lifelong learning ensures nurses stay updated on evolving healthcare advancements. Research underscores its role in improving adaptability, skills, and professional excellence (Hussein et al., 2021). Continuous education is critical for personal and professional development, preparing nurses to meet ever-changing healthcare demands effectively.
For me, the value of growth originates from witnessing the transformative power of education in my community and family. Education opened doors and created opportunities, inspiring me to embrace challenges and strive for self-improvement. As a first-year nursing student, growth motivates me to master foundational concepts and approach mistakes as opportunities to learn. It reminds me that nursing is a lifelong journey, requiring constant reflection, curiosity, and dedication. By committing to growth, I ensure that I will remain competent, adaptable, and prepared to meet the demands of an ever-changing healthcare system.
|
pressbooks
|
2025-03-22T05:09:24.865611
|
11-20-2024
|
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"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/core-values/#chapter-103-section-4
|
Statement of Personal Values
My personal values—compassion, empathy, integrity, and growth—serve as the foundation for my journey in nursing. These values shape how I approach my education, my relationships, and my future practice. They are not just ideals but practical guides that influence my interactions with patients, peers, and instructors. By reflecting on these values, I recognize how they align with the core principles of nursing and prepare me to provide holistic, patient-centered care.
COMPASSION
This is essential in nursing, fostering trust and addressing patients’ emotional, psychological, and physical needs. Research shows compassionate care significantly improves patient outcomes (Dalvandi et al., 2019). It is a professional necessity that enhances well-being and strengthens therapeutic relationships, vital for achieving excellence in patient-centered care.
For me, compassion originates from my upbringing in a culturally rich Nigerian community, where collective care and support were fundamental values. Observing family members extend kindness and comfort to others taught me the profound impact of even the smallest acts of compassion. As a nursing student, this value inspires me to prioritize patient-centered care and approach every scenario with sensitivity and empathy. By showing patients and families that I genuinely care about their well-being, I aim to foster trust and create a supportive environment that benefits not only the patient but also my growth as a nurse.
INTEGRITY
It is a quality that underpins trust in nursing, ensuring honesty, accountability, and ethical practice. Research highlights its importance in professionalism and fostering respect within healthcare teams (Poorchangizi et al., 2019). Integrity guides ethical decision-making and builds the foundation for safe, reliable, and high-quality nursing care.
My understanding of integrity was shaped by early lessons in honesty and accountability within my family and community. Growing up in a culture where one’s actions and words held great significance taught me the importance of doing what is right, even when it is challenging. As a nursing student, integrity guides me to approach my studies with sincerity and commitment. I strive to resist shortcuts, focus on mastering foundational knowledge, and reflect honestly on my progress. By embracing integrity, I prepare myself to provide ethical, safe, and high-quality care while fostering trust and respect in my future practice.
EMPHATHY
This is one of the values that connects nurses to patients by understanding their emotions and experiences, improving trust and outcomes. Research shows empathetic behaviors enhance patient satisfaction and communication (Bas-Sarmiento et al., 2020). Empathy is essential for holistic care, addressing patients’ needs beyond the physical, and strengthening nurse-patient relationships.
For me, empathy grew from personal experiences of being cared for during illness. In those vulnerable moments, the comforting presence of someone who truly understood what I was going through made all the difference. As a nursing student, empathy shapes my interactions by reminding me to actively listen, respect different perspectives, and consider each patient’s unique challenges. It also influences how I connect with peers and instructors, fostering collaboration and mutual understanding. Empathy is not just an emotional response but a skill that requires practice and reflection, enabling me to provide care that truly addresses the whole person.
GROWTH
Growth through lifelong learning ensures nurses stay updated on evolving healthcare advancements. Research underscores its role in improving adaptability, skills, and professional excellence (Hussein et al., 2021). Continuous education is critical for personal and professional development, preparing nurses to meet ever-changing healthcare demands effectively.
For me, the value of growth originates from witnessing the transformative power of education in my community and family. Education opened doors and created opportunities, inspiring me to embrace challenges and strive for self-improvement. As a first-year nursing student, growth motivates me to master foundational concepts and approach mistakes as opportunities to learn. It reminds me that nursing is a lifelong journey, requiring constant reflection, curiosity, and dedication. By committing to growth, I ensure that I will remain competent, adaptable, and prepared to meet the demands of an ever-changing healthcare system.
|
pressbooks
|
2025-03-22T05:09:24.876679
|
11-20-2024
|
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|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/chapter-1/
|
Reflection on My Entry into Nursing
Life is a journey of self-discovery, marked by transitions that shape our understanding of purpose and calling. I have always believed everyone has a unique purpose, something deeply ingrained in their spirit. For me, that purpose is rooted in caring for others, especially the most vulnerable—seniors, whose resilience inspires me, and babies, whose innocence brings me joy. Despite this clarity, my journey into nursing was not straightforward, requiring personal and professional transitions that ultimately guided me to my calling.
I began my professional journey with a degree in geology, drawn to the intellectual challenge of understanding the earth’s complexities. At the time, it felt practical and prestigious, but I soon realized something was missing. Research suggests that career dissatisfaction often stems from a misalignment between one’s intrinsic values and professional roles (Duffy, Allan, & Bott, 2016). In hindsight, I see how my passion for human connection conflicted with the solitary, data-driven nature of geology.
Seeking fulfillment, I transitioned to information security, which introduced me to problem-solving and adaptability under pressure. Yet, even in this fast-paced environment, I missed the interpersonal connection and compassion that I craved. During moments of reflection, I found myself thinking about the joy I experienced caring for babies in my church and the meaningful conversations I had with seniors in my community. These experiences reminded me of my deep desire to connect with people and make a difference in their lives which make moments aligned with the concept of “purpose-driven engagement,” which is strongly correlated with life satisfaction and well-being (Steger, Dik, & Duffy, 2021).
In a period of prayer and introspection, I realized nursing was the path that aligned with my core values. Enrolling in nursing school was a significant transition and a realization of my true purpose. Each class reinforces my belief that nursing is not just a career, but a vocation rooted in compassion, service, and human connection. Watson’s (2008) theory of human caring affirms these values, emphasizing holistic care and the centrality of relationships in achieving professional and personal fulfillment.
Every step of my journey, from analyzing the earth’s layers to understanding the layers of human care, has brought me closer to a career that feels like home. In September 2024, I began my nursing journey at Trent University. Entering the program felt both exciting and overwhelming, as I was stepping into a new chapter with its own challenges and opportunities. Balancing the demands of coursework with personal responsibilities required me to quickly adapt and develop strategies to stay organized and focused. One of my most memorable moments this semester was my first lab simulation, where I practiced donning and doffing personal protective equipment. It reinforced how precision and diligence can safeguard lives, deepening my understanding of the responsibility nurses carry.
This journey has not been without challenges. Starting over required adaptability, perseverance, and the courage to face uncertainty. Reflecting on my previous careers has allowed me to recognize the transferable skills I bring to nursing. My geology background honed my analytical thinking and attention to detail, while information security developed my ability to remain calm under pressure—both essential in nursing practice.
Through the course content and hands-on learning opportunities, I have gained a deeper understanding of the nursing profession. The CNO Code of Conduct (2023) has been particularly impactful, emphasizing the importance of patient-centered care, therapeutic communication, and professionalism. These principles have guided me in reflecting on what it means to serve others with respect and integrity. Additionally, the emphasis on building practical skills has helped me connect theory to practice, preparing me for real-world scenarios.
Research underscores the importance of meaningful work as a driver of long-term satisfaction and professional success (Duffy et al., 2016). As I progress in my nursing education, I feel privileged to walk a path that aligns with my purpose. Whether comforting an elderly patient or holding a newborn, I find joy, meaning, and spiritual alignment in caring for others.
Looking ahead, I am both eager and a little nervous about my first clinical placement. I know it will come with its own challenges, but I also see it as an invaluable opportunity to apply what I have learned and grow as a future nurse. As we approach the end of the semester, I feel proud of how far I have come and grateful for the experiences that have shaped me. I am committed to embracing this journey, knowing that each step brings me closer to fulfilling my calling to care for others.
References
Duffy, R. D., Allan, B. A., & Bott, E. M. (2016). Calling and life satisfaction among undergraduate students: Investigating mediators and moderators. Journal of Happiness Studies, 17(1), 211–233. https://doi.org/10.1007/s10902-014-9590-4
Steger, M. F., Dik, B. J., & Duffy, R. D. (2021). Measuring meaningful work: The Work and Meaning Inventory (WAMI). Journal of Career Assessment, 20(3), 322–337. https://doi.org/10.1177/1069072711436160
Watson, J. (2008). Nursing: The philosophy and science of caring (Rev. ed.). Boulder, CO: University Press of Colorado.
|
pressbooks
|
2025-03-22T05:09:24.887115
|
11-20-2024
|
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|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/chapter-1/#chapter-24-section-1
|
Reflection on My Entry into Nursing
Life is a journey of self-discovery, marked by transitions that shape our understanding of purpose and calling. I have always believed everyone has a unique purpose, something deeply ingrained in their spirit. For me, that purpose is rooted in caring for others, especially the most vulnerable—seniors, whose resilience inspires me, and babies, whose innocence brings me joy. Despite this clarity, my journey into nursing was not straightforward, requiring personal and professional transitions that ultimately guided me to my calling.
I began my professional journey with a degree in geology, drawn to the intellectual challenge of understanding the earth’s complexities. At the time, it felt practical and prestigious, but I soon realized something was missing. Research suggests that career dissatisfaction often stems from a misalignment between one’s intrinsic values and professional roles (Duffy, Allan, & Bott, 2016). In hindsight, I see how my passion for human connection conflicted with the solitary, data-driven nature of geology.
Seeking fulfillment, I transitioned to information security, which introduced me to problem-solving and adaptability under pressure. Yet, even in this fast-paced environment, I missed the interpersonal connection and compassion that I craved. During moments of reflection, I found myself thinking about the joy I experienced caring for babies in my church and the meaningful conversations I had with seniors in my community. These experiences reminded me of my deep desire to connect with people and make a difference in their lives which make moments aligned with the concept of “purpose-driven engagement,” which is strongly correlated with life satisfaction and well-being (Steger, Dik, & Duffy, 2021).
In a period of prayer and introspection, I realized nursing was the path that aligned with my core values. Enrolling in nursing school was a significant transition and a realization of my true purpose. Each class reinforces my belief that nursing is not just a career, but a vocation rooted in compassion, service, and human connection. Watson’s (2008) theory of human caring affirms these values, emphasizing holistic care and the centrality of relationships in achieving professional and personal fulfillment.
Every step of my journey, from analyzing the earth’s layers to understanding the layers of human care, has brought me closer to a career that feels like home. In September 2024, I began my nursing journey at Trent University. Entering the program felt both exciting and overwhelming, as I was stepping into a new chapter with its own challenges and opportunities. Balancing the demands of coursework with personal responsibilities required me to quickly adapt and develop strategies to stay organized and focused. One of my most memorable moments this semester was my first lab simulation, where I practiced donning and doffing personal protective equipment. It reinforced how precision and diligence can safeguard lives, deepening my understanding of the responsibility nurses carry.
This journey has not been without challenges. Starting over required adaptability, perseverance, and the courage to face uncertainty. Reflecting on my previous careers has allowed me to recognize the transferable skills I bring to nursing. My geology background honed my analytical thinking and attention to detail, while information security developed my ability to remain calm under pressure—both essential in nursing practice.
Through the course content and hands-on learning opportunities, I have gained a deeper understanding of the nursing profession. The CNO Code of Conduct (2023) has been particularly impactful, emphasizing the importance of patient-centered care, therapeutic communication, and professionalism. These principles have guided me in reflecting on what it means to serve others with respect and integrity. Additionally, the emphasis on building practical skills has helped me connect theory to practice, preparing me for real-world scenarios.
Research underscores the importance of meaningful work as a driver of long-term satisfaction and professional success (Duffy et al., 2016). As I progress in my nursing education, I feel privileged to walk a path that aligns with my purpose. Whether comforting an elderly patient or holding a newborn, I find joy, meaning, and spiritual alignment in caring for others.
Looking ahead, I am both eager and a little nervous about my first clinical placement. I know it will come with its own challenges, but I also see it as an invaluable opportunity to apply what I have learned and grow as a future nurse. As we approach the end of the semester, I feel proud of how far I have come and grateful for the experiences that have shaped me. I am committed to embracing this journey, knowing that each step brings me closer to fulfilling my calling to care for others.
References
Duffy, R. D., Allan, B. A., & Bott, E. M. (2016). Calling and life satisfaction among undergraduate students: Investigating mediators and moderators. Journal of Happiness Studies, 17(1), 211–233. https://doi.org/10.1007/s10902-014-9590-4
Steger, M. F., Dik, B. J., & Duffy, R. D. (2021). Measuring meaningful work: The Work and Meaning Inventory (WAMI). Journal of Career Assessment, 20(3), 322–337. https://doi.org/10.1177/1069072711436160
Watson, J. (2008). Nursing: The philosophy and science of caring (Rev. ed.). Boulder, CO: University Press of Colorado.
|
pressbooks
|
2025-03-22T05:09:24.898118
|
11-20-2024
|
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|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/my-goals/
|
SMART Goals for Second Semester
Goal 1
By the end of my clinical placement in April 2025, I will confidently and independently perform vital signs, bed making, and hygiene care for patients. I will build my skills through consistent practice, seeking feedback, and reflecting on my performance to ensure I am able to carry out these tasks without supervision.
Specific: I will focus on mastering vital signs, bed making, and hygiene care independently by the end of my placement.
Measurable: Progress will be tracked through weekly feedback from preceptors and self-reflection in my journal.
Achievable: I will utilize resources like experienced nurses, practice opportunities, and educational materials.
Relevant: These tasks are foundational to my nursing practice and will help increase my confidence and independence.
Time-bound: This goal will be achieved by the end of my clinical placement in April 2025, with continuous assessment and improvements throughout.
Goal 2
By the end of my winter clinical placement, I will have improved my time management skills by creating a daily and weekly schedule that allows me to balance my clinical rotations, coursework, and personal life. This will help me stay organized, avoid procrastination, and ensure that I complete tasks on time without feeling stressed.
Specific: I will make a clear schedule each week that includes time for work, study, and personal activities, helping me stay on track.
Measurable: I will check my schedule every week to make sure I am meeting my goals and adjusting as needed.
Achievable: I will use a planner or digital tool to organize my tasks, and I will stay flexible for any unexpected changes.
Relevant: This will help me manage all my responsibilities and reduce stress, so I can focus better on my work and studies.
Time-Bound: By March 2025, I will have consistently applied and refined my schedule throughout the placement period, ensuring I can balance all responsibilities effectively.
|
pressbooks
|
2025-03-22T05:09:24.907515
|
11-20-2024
|
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"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/my-goals/#chapter-108-section-1
|
SMART Goals for Second Semester
Goal 1
By the end of my clinical placement in April 2025, I will confidently and independently perform vital signs, bed making, and hygiene care for patients. I will build my skills through consistent practice, seeking feedback, and reflecting on my performance to ensure I am able to carry out these tasks without supervision.
Specific: I will focus on mastering vital signs, bed making, and hygiene care independently by the end of my placement.
Measurable: Progress will be tracked through weekly feedback from preceptors and self-reflection in my journal.
Achievable: I will utilize resources like experienced nurses, practice opportunities, and educational materials.
Relevant: These tasks are foundational to my nursing practice and will help increase my confidence and independence.
Time-bound: This goal will be achieved by the end of my clinical placement in April 2025, with continuous assessment and improvements throughout.
Goal 2
By the end of my winter clinical placement, I will have improved my time management skills by creating a daily and weekly schedule that allows me to balance my clinical rotations, coursework, and personal life. This will help me stay organized, avoid procrastination, and ensure that I complete tasks on time without feeling stressed.
Specific: I will make a clear schedule each week that includes time for work, study, and personal activities, helping me stay on track.
Measurable: I will check my schedule every week to make sure I am meeting my goals and adjusting as needed.
Achievable: I will use a planner or digital tool to organize my tasks, and I will stay flexible for any unexpected changes.
Relevant: This will help me manage all my responsibilities and reduce stress, so I can focus better on my work and studies.
Time-Bound: By March 2025, I will have consistently applied and refined my schedule throughout the placement period, ensuring I can balance all responsibilities effectively.
|
pressbooks
|
2025-03-22T05:09:24.915703
|
11-20-2024
|
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"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/my-goals/#chapter-108-section-2
|
SMART Goals for Second Semester
Goal 1
By the end of my clinical placement in April 2025, I will confidently and independently perform vital signs, bed making, and hygiene care for patients. I will build my skills through consistent practice, seeking feedback, and reflecting on my performance to ensure I am able to carry out these tasks without supervision.
Specific: I will focus on mastering vital signs, bed making, and hygiene care independently by the end of my placement.
Measurable: Progress will be tracked through weekly feedback from preceptors and self-reflection in my journal.
Achievable: I will utilize resources like experienced nurses, practice opportunities, and educational materials.
Relevant: These tasks are foundational to my nursing practice and will help increase my confidence and independence.
Time-bound: This goal will be achieved by the end of my clinical placement in April 2025, with continuous assessment and improvements throughout.
Goal 2
By the end of my winter clinical placement, I will have improved my time management skills by creating a daily and weekly schedule that allows me to balance my clinical rotations, coursework, and personal life. This will help me stay organized, avoid procrastination, and ensure that I complete tasks on time without feeling stressed.
Specific: I will make a clear schedule each week that includes time for work, study, and personal activities, helping me stay on track.
Measurable: I will check my schedule every week to make sure I am meeting my goals and adjusting as needed.
Achievable: I will use a planner or digital tool to organize my tasks, and I will stay flexible for any unexpected changes.
Relevant: This will help me manage all my responsibilities and reduce stress, so I can focus better on my work and studies.
Time-Bound: By March 2025, I will have consistently applied and refined my schedule throughout the placement period, ensuring I can balance all responsibilities effectively.
|
pressbooks
|
2025-03-22T05:09:24.925082
|
11-20-2024
|
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"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/my-goals/#chapter-108-section-3
|
SMART Goals for Second Semester
Goal 1
By the end of my clinical placement in April 2025, I will confidently and independently perform vital signs, bed making, and hygiene care for patients. I will build my skills through consistent practice, seeking feedback, and reflecting on my performance to ensure I am able to carry out these tasks without supervision.
Specific: I will focus on mastering vital signs, bed making, and hygiene care independently by the end of my placement.
Measurable: Progress will be tracked through weekly feedback from preceptors and self-reflection in my journal.
Achievable: I will utilize resources like experienced nurses, practice opportunities, and educational materials.
Relevant: These tasks are foundational to my nursing practice and will help increase my confidence and independence.
Time-bound: This goal will be achieved by the end of my clinical placement in April 2025, with continuous assessment and improvements throughout.
Goal 2
By the end of my winter clinical placement, I will have improved my time management skills by creating a daily and weekly schedule that allows me to balance my clinical rotations, coursework, and personal life. This will help me stay organized, avoid procrastination, and ensure that I complete tasks on time without feeling stressed.
Specific: I will make a clear schedule each week that includes time for work, study, and personal activities, helping me stay on track.
Measurable: I will check my schedule every week to make sure I am meeting my goals and adjusting as needed.
Achievable: I will use a planner or digital tool to organize my tasks, and I will stay flexible for any unexpected changes.
Relevant: This will help me manage all my responsibilities and reduce stress, so I can focus better on my work and studies.
Time-Bound: By March 2025, I will have consistently applied and refined my schedule throughout the placement period, ensuring I can balance all responsibilities effectively.
|
pressbooks
|
2025-03-22T05:09:24.933711
|
11-20-2024
|
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"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/
|
ARTIFACT 1
Acceptance letter
Receiving my acceptance letter into nursing school was a life-changing moment that filled me with pride and excitement. This was not just a step forward in my education—it was a confirmation that I was on the right path to fulfilling my calling. The letter reminds me of the perseverance and dedication it took to get here and inspires me to embrace the challenges ahead. It represents my values of growth and compassion, motivating me to become a nurse who makes a real difference. This milestone marks the beginning of a journey dedicated to learning, advocacy, and service.
ARTIFACT 2
CPR Training Certificate
Earning my CPR certification was a pivotal moment in my nursing journey. Practicing chest compressions and rescue breathing on a dummy taught me not only the techniques but also the importance of staying composed in high-pressure situations. I remember the realization that one day these skills might save a life—it was humbling and empowering. This certification is more than a credential; it symbolizes my readiness to respond in critical moments and the responsibility I will carry as a nurse. It reflects my value of integrity, reminding me of the ethical duty to act decisively and competently when it matters most.
ARTIFACT 3
First Lab Simulation on PPE
My first lab simulation on personal protective equipment (PPE) was a humbling experience. Learning the proper donning and doffing techniques showed me how even the smallest mistakes could have significant consequences. It was a reminder of how nurses’ precision and attention to detail protect not just patients but also colleagues and themselves. This artifact reflects my values of integrity and growth, as it symbolizes my commitment to upholding safety standards and preparing for real-world clinical practice. That session reinforced for me the critical role of infection control in delivering high-quality care.
ARTIFACT 4
My First Scrub Top
Putting on my first scrub top was more than just a practical necessity—it was a symbolic moment in my nursing journey. Wearing it during my first lab session made me feel like I was truly stepping into the role of a caregiver. It reminded me of the responsibility nurses have to provide comfort and connection, even in the most challenging situations. This artifact reflects my value of empathy, as it represents my commitment to understanding and addressing patients’ needs. It’s a simple item, but for me, it signifies the care and professionalism I aim to bring to every interaction.
ARTIFACT 5
Mask fit Certificate
Earning my mask fit certificate was a practical but profoundly meaningful milestone. The training ensured that I was prepared to work safely in environments requiring respiratory protection, safeguarding both myself and the patients I’ll care for. I thought about the nurses who worked tirelessly during pandemics, and it gave me a deeper sense of purpose. This artifact reflects my values of integrity and growth, demonstrating my dedication to maintaining safety standards and protecting vulnerable populations. It prepares me to meet the demands of clinical practice with professionalism and care, ensuring the health and well-being of those I serve.
ARTIFACT 6
Certificate of Cultural Competence in Healthcare
Earning my cultural competence certificate was a transformative experience. It helped me understand how deeply patients’ cultural backgrounds influence their healthcare experiences and how important it is to honor their beliefs and values. I reflected on my own experiences of feeling understood and how much that trust can mean to someone in need. This certificate represents my values of compassion and empathy, reminding me to provide care that is not only clinically effective but also respectful and inclusive. It prepares me to advocate for patients from all walks of life, ensuring that every individual feels valued and heard.
|
pressbooks
|
2025-03-22T05:09:24.945046
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/",
"book_url": "https://ecampusontario.pressbooks.pub/debbyomodugba/front-matter/introduction/",
"title": "Debby's Learning Journey",
"author": "debbyomodugba",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-1
|
ARTIFACT 1
Acceptance letter
Receiving my acceptance letter into nursing school was a life-changing moment that filled me with pride and excitement. This was not just a step forward in my education—it was a confirmation that I was on the right path to fulfilling my calling. The letter reminds me of the perseverance and dedication it took to get here and inspires me to embrace the challenges ahead. It represents my values of growth and compassion, motivating me to become a nurse who makes a real difference. This milestone marks the beginning of a journey dedicated to learning, advocacy, and service.
ARTIFACT 2
CPR Training Certificate
Earning my CPR certification was a pivotal moment in my nursing journey. Practicing chest compressions and rescue breathing on a dummy taught me not only the techniques but also the importance of staying composed in high-pressure situations. I remember the realization that one day these skills might save a life—it was humbling and empowering. This certification is more than a credential; it symbolizes my readiness to respond in critical moments and the responsibility I will carry as a nurse. It reflects my value of integrity, reminding me of the ethical duty to act decisively and competently when it matters most.
ARTIFACT 3
First Lab Simulation on PPE
My first lab simulation on personal protective equipment (PPE) was a humbling experience. Learning the proper donning and doffing techniques showed me how even the smallest mistakes could have significant consequences. It was a reminder of how nurses’ precision and attention to detail protect not just patients but also colleagues and themselves. This artifact reflects my values of integrity and growth, as it symbolizes my commitment to upholding safety standards and preparing for real-world clinical practice. That session reinforced for me the critical role of infection control in delivering high-quality care.
ARTIFACT 4
My First Scrub Top
Putting on my first scrub top was more than just a practical necessity—it was a symbolic moment in my nursing journey. Wearing it during my first lab session made me feel like I was truly stepping into the role of a caregiver. It reminded me of the responsibility nurses have to provide comfort and connection, even in the most challenging situations. This artifact reflects my value of empathy, as it represents my commitment to understanding and addressing patients’ needs. It’s a simple item, but for me, it signifies the care and professionalism I aim to bring to every interaction.
ARTIFACT 5
Mask fit Certificate
Earning my mask fit certificate was a practical but profoundly meaningful milestone. The training ensured that I was prepared to work safely in environments requiring respiratory protection, safeguarding both myself and the patients I’ll care for. I thought about the nurses who worked tirelessly during pandemics, and it gave me a deeper sense of purpose. This artifact reflects my values of integrity and growth, demonstrating my dedication to maintaining safety standards and protecting vulnerable populations. It prepares me to meet the demands of clinical practice with professionalism and care, ensuring the health and well-being of those I serve.
ARTIFACT 6
Certificate of Cultural Competence in Healthcare
Earning my cultural competence certificate was a transformative experience. It helped me understand how deeply patients’ cultural backgrounds influence their healthcare experiences and how important it is to honor their beliefs and values. I reflected on my own experiences of feeling understood and how much that trust can mean to someone in need. This certificate represents my values of compassion and empathy, reminding me to provide care that is not only clinically effective but also respectful and inclusive. It prepares me to advocate for patients from all walks of life, ensuring that every individual feels valued and heard.
|
pressbooks
|
2025-03-22T05:09:24.955822
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/debbyomodugba/front-matter/introduction/",
"title": "Debby's Learning Journey",
"author": "debbyomodugba",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-2
|
ARTIFACT 1
Acceptance letter
Receiving my acceptance letter into nursing school was a life-changing moment that filled me with pride and excitement. This was not just a step forward in my education—it was a confirmation that I was on the right path to fulfilling my calling. The letter reminds me of the perseverance and dedication it took to get here and inspires me to embrace the challenges ahead. It represents my values of growth and compassion, motivating me to become a nurse who makes a real difference. This milestone marks the beginning of a journey dedicated to learning, advocacy, and service.
ARTIFACT 2
CPR Training Certificate
Earning my CPR certification was a pivotal moment in my nursing journey. Practicing chest compressions and rescue breathing on a dummy taught me not only the techniques but also the importance of staying composed in high-pressure situations. I remember the realization that one day these skills might save a life—it was humbling and empowering. This certification is more than a credential; it symbolizes my readiness to respond in critical moments and the responsibility I will carry as a nurse. It reflects my value of integrity, reminding me of the ethical duty to act decisively and competently when it matters most.
ARTIFACT 3
First Lab Simulation on PPE
My first lab simulation on personal protective equipment (PPE) was a humbling experience. Learning the proper donning and doffing techniques showed me how even the smallest mistakes could have significant consequences. It was a reminder of how nurses’ precision and attention to detail protect not just patients but also colleagues and themselves. This artifact reflects my values of integrity and growth, as it symbolizes my commitment to upholding safety standards and preparing for real-world clinical practice. That session reinforced for me the critical role of infection control in delivering high-quality care.
ARTIFACT 4
My First Scrub Top
Putting on my first scrub top was more than just a practical necessity—it was a symbolic moment in my nursing journey. Wearing it during my first lab session made me feel like I was truly stepping into the role of a caregiver. It reminded me of the responsibility nurses have to provide comfort and connection, even in the most challenging situations. This artifact reflects my value of empathy, as it represents my commitment to understanding and addressing patients’ needs. It’s a simple item, but for me, it signifies the care and professionalism I aim to bring to every interaction.
ARTIFACT 5
Mask fit Certificate
Earning my mask fit certificate was a practical but profoundly meaningful milestone. The training ensured that I was prepared to work safely in environments requiring respiratory protection, safeguarding both myself and the patients I’ll care for. I thought about the nurses who worked tirelessly during pandemics, and it gave me a deeper sense of purpose. This artifact reflects my values of integrity and growth, demonstrating my dedication to maintaining safety standards and protecting vulnerable populations. It prepares me to meet the demands of clinical practice with professionalism and care, ensuring the health and well-being of those I serve.
ARTIFACT 6
Certificate of Cultural Competence in Healthcare
Earning my cultural competence certificate was a transformative experience. It helped me understand how deeply patients’ cultural backgrounds influence their healthcare experiences and how important it is to honor their beliefs and values. I reflected on my own experiences of feeling understood and how much that trust can mean to someone in need. This certificate represents my values of compassion and empathy, reminding me to provide care that is not only clinically effective but also respectful and inclusive. It prepares me to advocate for patients from all walks of life, ensuring that every individual feels valued and heard.
|
pressbooks
|
2025-03-22T05:09:24.966071
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-2",
"book_url": "https://ecampusontario.pressbooks.pub/debbyomodugba/front-matter/introduction/",
"title": "Debby's Learning Journey",
"author": "debbyomodugba",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-3
|
ARTIFACT 1
Acceptance letter
Receiving my acceptance letter into nursing school was a life-changing moment that filled me with pride and excitement. This was not just a step forward in my education—it was a confirmation that I was on the right path to fulfilling my calling. The letter reminds me of the perseverance and dedication it took to get here and inspires me to embrace the challenges ahead. It represents my values of growth and compassion, motivating me to become a nurse who makes a real difference. This milestone marks the beginning of a journey dedicated to learning, advocacy, and service.
ARTIFACT 2
CPR Training Certificate
Earning my CPR certification was a pivotal moment in my nursing journey. Practicing chest compressions and rescue breathing on a dummy taught me not only the techniques but also the importance of staying composed in high-pressure situations. I remember the realization that one day these skills might save a life—it was humbling and empowering. This certification is more than a credential; it symbolizes my readiness to respond in critical moments and the responsibility I will carry as a nurse. It reflects my value of integrity, reminding me of the ethical duty to act decisively and competently when it matters most.
ARTIFACT 3
First Lab Simulation on PPE
My first lab simulation on personal protective equipment (PPE) was a humbling experience. Learning the proper donning and doffing techniques showed me how even the smallest mistakes could have significant consequences. It was a reminder of how nurses’ precision and attention to detail protect not just patients but also colleagues and themselves. This artifact reflects my values of integrity and growth, as it symbolizes my commitment to upholding safety standards and preparing for real-world clinical practice. That session reinforced for me the critical role of infection control in delivering high-quality care.
ARTIFACT 4
My First Scrub Top
Putting on my first scrub top was more than just a practical necessity—it was a symbolic moment in my nursing journey. Wearing it during my first lab session made me feel like I was truly stepping into the role of a caregiver. It reminded me of the responsibility nurses have to provide comfort and connection, even in the most challenging situations. This artifact reflects my value of empathy, as it represents my commitment to understanding and addressing patients’ needs. It’s a simple item, but for me, it signifies the care and professionalism I aim to bring to every interaction.
ARTIFACT 5
Mask fit Certificate
Earning my mask fit certificate was a practical but profoundly meaningful milestone. The training ensured that I was prepared to work safely in environments requiring respiratory protection, safeguarding both myself and the patients I’ll care for. I thought about the nurses who worked tirelessly during pandemics, and it gave me a deeper sense of purpose. This artifact reflects my values of integrity and growth, demonstrating my dedication to maintaining safety standards and protecting vulnerable populations. It prepares me to meet the demands of clinical practice with professionalism and care, ensuring the health and well-being of those I serve.
ARTIFACT 6
Certificate of Cultural Competence in Healthcare
Earning my cultural competence certificate was a transformative experience. It helped me understand how deeply patients’ cultural backgrounds influence their healthcare experiences and how important it is to honor their beliefs and values. I reflected on my own experiences of feeling understood and how much that trust can mean to someone in need. This certificate represents my values of compassion and empathy, reminding me to provide care that is not only clinically effective but also respectful and inclusive. It prepares me to advocate for patients from all walks of life, ensuring that every individual feels valued and heard.
|
pressbooks
|
2025-03-22T05:09:24.976218
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-3",
"book_url": "https://ecampusontario.pressbooks.pub/debbyomodugba/front-matter/introduction/",
"title": "Debby's Learning Journey",
"author": "debbyomodugba",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-4
|
ARTIFACT 1
Acceptance letter
Receiving my acceptance letter into nursing school was a life-changing moment that filled me with pride and excitement. This was not just a step forward in my education—it was a confirmation that I was on the right path to fulfilling my calling. The letter reminds me of the perseverance and dedication it took to get here and inspires me to embrace the challenges ahead. It represents my values of growth and compassion, motivating me to become a nurse who makes a real difference. This milestone marks the beginning of a journey dedicated to learning, advocacy, and service.
ARTIFACT 2
CPR Training Certificate
Earning my CPR certification was a pivotal moment in my nursing journey. Practicing chest compressions and rescue breathing on a dummy taught me not only the techniques but also the importance of staying composed in high-pressure situations. I remember the realization that one day these skills might save a life—it was humbling and empowering. This certification is more than a credential; it symbolizes my readiness to respond in critical moments and the responsibility I will carry as a nurse. It reflects my value of integrity, reminding me of the ethical duty to act decisively and competently when it matters most.
ARTIFACT 3
First Lab Simulation on PPE
My first lab simulation on personal protective equipment (PPE) was a humbling experience. Learning the proper donning and doffing techniques showed me how even the smallest mistakes could have significant consequences. It was a reminder of how nurses’ precision and attention to detail protect not just patients but also colleagues and themselves. This artifact reflects my values of integrity and growth, as it symbolizes my commitment to upholding safety standards and preparing for real-world clinical practice. That session reinforced for me the critical role of infection control in delivering high-quality care.
ARTIFACT 4
My First Scrub Top
Putting on my first scrub top was more than just a practical necessity—it was a symbolic moment in my nursing journey. Wearing it during my first lab session made me feel like I was truly stepping into the role of a caregiver. It reminded me of the responsibility nurses have to provide comfort and connection, even in the most challenging situations. This artifact reflects my value of empathy, as it represents my commitment to understanding and addressing patients’ needs. It’s a simple item, but for me, it signifies the care and professionalism I aim to bring to every interaction.
ARTIFACT 5
Mask fit Certificate
Earning my mask fit certificate was a practical but profoundly meaningful milestone. The training ensured that I was prepared to work safely in environments requiring respiratory protection, safeguarding both myself and the patients I’ll care for. I thought about the nurses who worked tirelessly during pandemics, and it gave me a deeper sense of purpose. This artifact reflects my values of integrity and growth, demonstrating my dedication to maintaining safety standards and protecting vulnerable populations. It prepares me to meet the demands of clinical practice with professionalism and care, ensuring the health and well-being of those I serve.
ARTIFACT 6
Certificate of Cultural Competence in Healthcare
Earning my cultural competence certificate was a transformative experience. It helped me understand how deeply patients’ cultural backgrounds influence their healthcare experiences and how important it is to honor their beliefs and values. I reflected on my own experiences of feeling understood and how much that trust can mean to someone in need. This certificate represents my values of compassion and empathy, reminding me to provide care that is not only clinically effective but also respectful and inclusive. It prepares me to advocate for patients from all walks of life, ensuring that every individual feels valued and heard.
|
pressbooks
|
2025-03-22T05:09:24.986343
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-4",
"book_url": "https://ecampusontario.pressbooks.pub/debbyomodugba/front-matter/introduction/",
"title": "Debby's Learning Journey",
"author": "debbyomodugba",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-5
|
ARTIFACT 1
Acceptance letter
Receiving my acceptance letter into nursing school was a life-changing moment that filled me with pride and excitement. This was not just a step forward in my education—it was a confirmation that I was on the right path to fulfilling my calling. The letter reminds me of the perseverance and dedication it took to get here and inspires me to embrace the challenges ahead. It represents my values of growth and compassion, motivating me to become a nurse who makes a real difference. This milestone marks the beginning of a journey dedicated to learning, advocacy, and service.
ARTIFACT 2
CPR Training Certificate
Earning my CPR certification was a pivotal moment in my nursing journey. Practicing chest compressions and rescue breathing on a dummy taught me not only the techniques but also the importance of staying composed in high-pressure situations. I remember the realization that one day these skills might save a life—it was humbling and empowering. This certification is more than a credential; it symbolizes my readiness to respond in critical moments and the responsibility I will carry as a nurse. It reflects my value of integrity, reminding me of the ethical duty to act decisively and competently when it matters most.
ARTIFACT 3
First Lab Simulation on PPE
My first lab simulation on personal protective equipment (PPE) was a humbling experience. Learning the proper donning and doffing techniques showed me how even the smallest mistakes could have significant consequences. It was a reminder of how nurses’ precision and attention to detail protect not just patients but also colleagues and themselves. This artifact reflects my values of integrity and growth, as it symbolizes my commitment to upholding safety standards and preparing for real-world clinical practice. That session reinforced for me the critical role of infection control in delivering high-quality care.
ARTIFACT 4
My First Scrub Top
Putting on my first scrub top was more than just a practical necessity—it was a symbolic moment in my nursing journey. Wearing it during my first lab session made me feel like I was truly stepping into the role of a caregiver. It reminded me of the responsibility nurses have to provide comfort and connection, even in the most challenging situations. This artifact reflects my value of empathy, as it represents my commitment to understanding and addressing patients’ needs. It’s a simple item, but for me, it signifies the care and professionalism I aim to bring to every interaction.
ARTIFACT 5
Mask fit Certificate
Earning my mask fit certificate was a practical but profoundly meaningful milestone. The training ensured that I was prepared to work safely in environments requiring respiratory protection, safeguarding both myself and the patients I’ll care for. I thought about the nurses who worked tirelessly during pandemics, and it gave me a deeper sense of purpose. This artifact reflects my values of integrity and growth, demonstrating my dedication to maintaining safety standards and protecting vulnerable populations. It prepares me to meet the demands of clinical practice with professionalism and care, ensuring the health and well-being of those I serve.
ARTIFACT 6
Certificate of Cultural Competence in Healthcare
Earning my cultural competence certificate was a transformative experience. It helped me understand how deeply patients’ cultural backgrounds influence their healthcare experiences and how important it is to honor their beliefs and values. I reflected on my own experiences of feeling understood and how much that trust can mean to someone in need. This certificate represents my values of compassion and empathy, reminding me to provide care that is not only clinically effective but also respectful and inclusive. It prepares me to advocate for patients from all walks of life, ensuring that every individual feels valued and heard.
|
pressbooks
|
2025-03-22T05:09:24.996582
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-5",
"book_url": "https://ecampusontario.pressbooks.pub/debbyomodugba/front-matter/introduction/",
"title": "Debby's Learning Journey",
"author": "debbyomodugba",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-6
|
ARTIFACT 1
Acceptance letter
Receiving my acceptance letter into nursing school was a life-changing moment that filled me with pride and excitement. This was not just a step forward in my education—it was a confirmation that I was on the right path to fulfilling my calling. The letter reminds me of the perseverance and dedication it took to get here and inspires me to embrace the challenges ahead. It represents my values of growth and compassion, motivating me to become a nurse who makes a real difference. This milestone marks the beginning of a journey dedicated to learning, advocacy, and service.
ARTIFACT 2
CPR Training Certificate
Earning my CPR certification was a pivotal moment in my nursing journey. Practicing chest compressions and rescue breathing on a dummy taught me not only the techniques but also the importance of staying composed in high-pressure situations. I remember the realization that one day these skills might save a life—it was humbling and empowering. This certification is more than a credential; it symbolizes my readiness to respond in critical moments and the responsibility I will carry as a nurse. It reflects my value of integrity, reminding me of the ethical duty to act decisively and competently when it matters most.
ARTIFACT 3
First Lab Simulation on PPE
My first lab simulation on personal protective equipment (PPE) was a humbling experience. Learning the proper donning and doffing techniques showed me how even the smallest mistakes could have significant consequences. It was a reminder of how nurses’ precision and attention to detail protect not just patients but also colleagues and themselves. This artifact reflects my values of integrity and growth, as it symbolizes my commitment to upholding safety standards and preparing for real-world clinical practice. That session reinforced for me the critical role of infection control in delivering high-quality care.
ARTIFACT 4
My First Scrub Top
Putting on my first scrub top was more than just a practical necessity—it was a symbolic moment in my nursing journey. Wearing it during my first lab session made me feel like I was truly stepping into the role of a caregiver. It reminded me of the responsibility nurses have to provide comfort and connection, even in the most challenging situations. This artifact reflects my value of empathy, as it represents my commitment to understanding and addressing patients’ needs. It’s a simple item, but for me, it signifies the care and professionalism I aim to bring to every interaction.
ARTIFACT 5
Mask fit Certificate
Earning my mask fit certificate was a practical but profoundly meaningful milestone. The training ensured that I was prepared to work safely in environments requiring respiratory protection, safeguarding both myself and the patients I’ll care for. I thought about the nurses who worked tirelessly during pandemics, and it gave me a deeper sense of purpose. This artifact reflects my values of integrity and growth, demonstrating my dedication to maintaining safety standards and protecting vulnerable populations. It prepares me to meet the demands of clinical practice with professionalism and care, ensuring the health and well-being of those I serve.
ARTIFACT 6
Certificate of Cultural Competence in Healthcare
Earning my cultural competence certificate was a transformative experience. It helped me understand how deeply patients’ cultural backgrounds influence their healthcare experiences and how important it is to honor their beliefs and values. I reflected on my own experiences of feeling understood and how much that trust can mean to someone in need. This certificate represents my values of compassion and empathy, reminding me to provide care that is not only clinically effective but also respectful and inclusive. It prepares me to advocate for patients from all walks of life, ensuring that every individual feels valued and heard.
|
pressbooks
|
2025-03-22T05:09:25.006721
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-6",
"book_url": "https://ecampusontario.pressbooks.pub/debbyomodugba/front-matter/introduction/",
"title": "Debby's Learning Journey",
"author": "debbyomodugba",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-7
|
ARTIFACT 1
Acceptance letter
Receiving my acceptance letter into nursing school was a life-changing moment that filled me with pride and excitement. This was not just a step forward in my education—it was a confirmation that I was on the right path to fulfilling my calling. The letter reminds me of the perseverance and dedication it took to get here and inspires me to embrace the challenges ahead. It represents my values of growth and compassion, motivating me to become a nurse who makes a real difference. This milestone marks the beginning of a journey dedicated to learning, advocacy, and service.
ARTIFACT 2
CPR Training Certificate
Earning my CPR certification was a pivotal moment in my nursing journey. Practicing chest compressions and rescue breathing on a dummy taught me not only the techniques but also the importance of staying composed in high-pressure situations. I remember the realization that one day these skills might save a life—it was humbling and empowering. This certification is more than a credential; it symbolizes my readiness to respond in critical moments and the responsibility I will carry as a nurse. It reflects my value of integrity, reminding me of the ethical duty to act decisively and competently when it matters most.
ARTIFACT 3
First Lab Simulation on PPE
My first lab simulation on personal protective equipment (PPE) was a humbling experience. Learning the proper donning and doffing techniques showed me how even the smallest mistakes could have significant consequences. It was a reminder of how nurses’ precision and attention to detail protect not just patients but also colleagues and themselves. This artifact reflects my values of integrity and growth, as it symbolizes my commitment to upholding safety standards and preparing for real-world clinical practice. That session reinforced for me the critical role of infection control in delivering high-quality care.
ARTIFACT 4
My First Scrub Top
Putting on my first scrub top was more than just a practical necessity—it was a symbolic moment in my nursing journey. Wearing it during my first lab session made me feel like I was truly stepping into the role of a caregiver. It reminded me of the responsibility nurses have to provide comfort and connection, even in the most challenging situations. This artifact reflects my value of empathy, as it represents my commitment to understanding and addressing patients’ needs. It’s a simple item, but for me, it signifies the care and professionalism I aim to bring to every interaction.
ARTIFACT 5
Mask fit Certificate
Earning my mask fit certificate was a practical but profoundly meaningful milestone. The training ensured that I was prepared to work safely in environments requiring respiratory protection, safeguarding both myself and the patients I’ll care for. I thought about the nurses who worked tirelessly during pandemics, and it gave me a deeper sense of purpose. This artifact reflects my values of integrity and growth, demonstrating my dedication to maintaining safety standards and protecting vulnerable populations. It prepares me to meet the demands of clinical practice with professionalism and care, ensuring the health and well-being of those I serve.
ARTIFACT 6
Certificate of Cultural Competence in Healthcare
Earning my cultural competence certificate was a transformative experience. It helped me understand how deeply patients’ cultural backgrounds influence their healthcare experiences and how important it is to honor their beliefs and values. I reflected on my own experiences of feeling understood and how much that trust can mean to someone in need. This certificate represents my values of compassion and empathy, reminding me to provide care that is not only clinically effective but also respectful and inclusive. It prepares me to advocate for patients from all walks of life, ensuring that every individual feels valued and heard.
|
pressbooks
|
2025-03-22T05:09:25.017085
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-7",
"book_url": "https://ecampusontario.pressbooks.pub/debbyomodugba/front-matter/introduction/",
"title": "Debby's Learning Journey",
"author": "debbyomodugba",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/add-more-assignments/#chapter-26-section-8
|
ARTIFACT 1
Acceptance letter
Receiving my acceptance letter into nursing school was a life-changing moment that filled me with pride and excitement. This was not just a step forward in my education—it was a confirmation that I was on the right path to fulfilling my calling. The letter reminds me of the perseverance and dedication it took to get here and inspires me to embrace the challenges ahead. It represents my values of growth and compassion, motivating me to become a nurse who makes a real difference. This milestone marks the beginning of a journey dedicated to learning, advocacy, and service.
ARTIFACT 2
CPR Training Certificate
Earning my CPR certification was a pivotal moment in my nursing journey. Practicing chest compressions and rescue breathing on a dummy taught me not only the techniques but also the importance of staying composed in high-pressure situations. I remember the realization that one day these skills might save a life—it was humbling and empowering. This certification is more than a credential; it symbolizes my readiness to respond in critical moments and the responsibility I will carry as a nurse. It reflects my value of integrity, reminding me of the ethical duty to act decisively and competently when it matters most.
ARTIFACT 3
First Lab Simulation on PPE
My first lab simulation on personal protective equipment (PPE) was a humbling experience. Learning the proper donning and doffing techniques showed me how even the smallest mistakes could have significant consequences. It was a reminder of how nurses’ precision and attention to detail protect not just patients but also colleagues and themselves. This artifact reflects my values of integrity and growth, as it symbolizes my commitment to upholding safety standards and preparing for real-world clinical practice. That session reinforced for me the critical role of infection control in delivering high-quality care.
ARTIFACT 4
My First Scrub Top
Putting on my first scrub top was more than just a practical necessity—it was a symbolic moment in my nursing journey. Wearing it during my first lab session made me feel like I was truly stepping into the role of a caregiver. It reminded me of the responsibility nurses have to provide comfort and connection, even in the most challenging situations. This artifact reflects my value of empathy, as it represents my commitment to understanding and addressing patients’ needs. It’s a simple item, but for me, it signifies the care and professionalism I aim to bring to every interaction.
ARTIFACT 5
Mask fit Certificate
Earning my mask fit certificate was a practical but profoundly meaningful milestone. The training ensured that I was prepared to work safely in environments requiring respiratory protection, safeguarding both myself and the patients I’ll care for. I thought about the nurses who worked tirelessly during pandemics, and it gave me a deeper sense of purpose. This artifact reflects my values of integrity and growth, demonstrating my dedication to maintaining safety standards and protecting vulnerable populations. It prepares me to meet the demands of clinical practice with professionalism and care, ensuring the health and well-being of those I serve.
ARTIFACT 6
Certificate of Cultural Competence in Healthcare
Earning my cultural competence certificate was a transformative experience. It helped me understand how deeply patients’ cultural backgrounds influence their healthcare experiences and how important it is to honor their beliefs and values. I reflected on my own experiences of feeling understood and how much that trust can mean to someone in need. This certificate represents my values of compassion and empathy, reminding me to provide care that is not only clinically effective but also respectful and inclusive. It prepares me to advocate for patients from all walks of life, ensuring that every individual feels valued and heard.
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pressbooks
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2025-03-22T05:09:25.027270
|
11-20-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/debbyomodugba/front-matter/introduction/",
"title": "Debby's Learning Journey",
"author": "debbyomodugba",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/debbyomodugba/chapter/course-reflection/
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My Core Values
Bas-Sarmiento, P., Fernández-Gutiérrez, M., Baena-Baños, M., & Correro-Bermejo, A. (2020). Empathy training in health sciences education: A systematic review. Nurse Education Today, 89, 104469.
Dalvandi, A., Heidarzadeh, M., Bagheri, H., & Eslami, M. (2019). The importance of compassionate nursing care. International Journal of Nursing Practice, 25(6), e12742.
Hussein, R., Everett, B., Ramjan, L. M., Hu, W., & Salamonson, Y. (2021). New graduate nurses’ experiences in a clinical workplace: A qualitative study. Journal of Clinical Nursing, 30(1-2), e19-e31.
Poorchangizi, B., Farokhzadian, J., Abbaszadeh, A., Mirzaee, M., & Borhani, F. (2019). The importance of professional values from nursing students’ perspective. BMC Nursing, 18(1), 26.
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pressbooks
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2025-03-22T05:09:25.034400
|
11-20-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/debbyomodugba/front-matter/introduction/",
"title": "Debby's Learning Journey",
"author": "debbyomodugba",
"institution": "Trent University",
"subject": "Education"
}
|
https://opentextbc.ca/digitalliteracychallenge/chapter/start-here/
|
Start Here
Welcome to the eight-week Digital Literacy Challenge Series!
Let’s start by asking, What the heck is digital literacy?
According to the B.C. Post-Secondary Digital Literacy Framework (p. 3), “Digital literacy is a person’s knowledge, skills, and abilities for using digital tools ethically, effectively, and within a variety of contexts in order to access, interpret, and evaluate information, as well as to create, construct new knowledge, and communicate with others.”
The definition of digital literacy is complex, and in fact there are lots of different definitions. While digital literacy is new territory for everyone, for educators it can feel especially overwhelming. We’re just at the beginning of this learning journey to collectively embrace digital literacy in our work as educators.
For a moment, let’s consider “literacy” on its own. We’ve been teaching our children and students how to read and write for centuries. We know there are big differences between simply teaching a student to read a book out loud and teaching a student to research and write a critical reflection paper on a book.
Similar logic applies when we add in the “digital” element. Today, our collective physical spaces are tightly intertwined with digital spaces. As educators it is essential to ensure that we and our students are able to navigate across all spaces. Our students may be using the technology every day (i.e., like being able to read a book out loud), but that is far from being digitally literate (i.e., like being able to write a critical reflection paper).
This simplified interpretation has a caveat, though: when it comes to digital literacy, we also have to consider access to digital tools, the cost of digital tools, the differences across modalities (e.g., tablet versus computer versus phone), how each platform offers different interpretations, and so on. As you can see, the deeper we get into digital literacy, the more complex and potentially overwhelming it becomes. The important thing to keep in mind is that a wide variety of competencies work together to make a digitally literate person.
The intention of this challenge series is to distill the topic of digital literacy into bite-sized pieces — specifically eight bites corresponding to each of the eight competencies in the B.C. Post-Secondary Digital Literacy Framework, so you can successfully start your journey to becoming a digital literacy educator.
Over the next eight weeks, for each of the eight competencies, we will provide a weekly overview and a simple challenge, and we’ll discuss:
- What digital literacy means under each competency
- The importance of each competency
- How each competency affects our work as educators
- How we can incorporate each competency into our work as educators
Icebreaker Activity
Let’s kick off this challenge series with an icebreaker! Share with us in the discussion below your responses to this question:
What emotions come up for you when you think about digital literacy? Please provide your responses using one or two simple words, like fear, excitement, frustration, or anxiety.
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pressbooks
|
2025-03-22T05:09:25.043496
|
11-20-2024
|
{
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"url": "https://opentextbc.ca/digitalliteracychallenge/chapter/start-here/",
"book_url": "https://opentextbc.ca/digitalliteracychallenge/front-matter/about/",
"title": "Digital Literacy Challenge Series",
"author": "Britt Dzioba",
"institution": "",
"subject": "Education"
}
|
https://opentextbc.ca/digitalliteracychallenge/chapter/ethical-legal-considerations/
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Challenge One: Ethical & Legal Considerations
What it is:
Welcome to the first challenge!
The Ethical and Legal Considerations competency means striving to create equitable and inclusive learning spaces for students, in both in-person classrooms and digital spaces. This includes developing course content that follows digital accessibility standards and guidelines. it also means recognizing when learning environments aren’t integrating accessibility strategies and determining what actions can be taken to improve them.
Why it is important:
Accessibility is an ethical responsibility. As stated on Niagara College Canada’s Accessibility Hub, “Accessibility is about equity. Accessibility is about human rights. Inaccessible teaching and learning environments are exclusionary teaching and learning environments.” Educators in post-secondary institutions have a collective and shared responsibility to identify and eliminate barriers, to make our in-person and digital learning environments more accessible for the range of our learners. Proactively taking action to enhance access and remove barriers helps create an inclusive environment that is more equitable for all learners.
Examples:
- Explore how open textbooks can increase access to education and enhance the learning experience: Open Resources: Improving Access for Everyone (blog post)
- Read about strategies to keep in mind when creating content to foster diversity and inclusivity: Diverse and Inclusive Representation in OER (article)
- Learn from Jamie Drozda’s personal experience with accessibility, usability, and inclusive design: Engaging with Technology and Accessible Practice (blog post)
Multimedia Activity
Before we dive into strategies to make our courses more accessible, let’s first explore some barriers. Click on each of the cards to learn about barriers students face when they don’t have reliable access to services or equipment to engage in learning.
The card content was retrieved from Removing Barriers to Online Learning Through a Teaching and Learning Lens.
Learning Activities
1. Learn it for yourself
Now that you’re aware of some possible barriers that students in your classroom may be facing, let’s explore a few key strategies that can help make your classroom practice more accessible for all learners.
As stated on Niagara College Canada’s Accessibility Hub, “Reducing and removing barriers to ensure accessible teaching and learning spaces can feel like a big topic to tackle. However, one of the barriers to consider is the way we think about and approach accessibility. Shifting our thinking from individual accommodations to creating a culture of accessibility for all students makes for a positive and inclusive learning experience for everyone.”
Watch the 9 minute video below titled Improve the Accessibility of Your Online Course to learn about key practices you can integrate in your courses to improve accessibility for all students. Although the video mentions that these practices are for online courses, they can also be applied to in-person courses that integrate technology. This video is interactive. There are five true or false questions that you will be asked. The video will pause when a question pops up. Click your answer and then click the green play arrow to continue the video. **Please note the typo at 00:41, the word should say Medical Model**
2. Incorporate it into your teaching practice
To build on what you learned in the video above, review the Checklist for Accessibility in the Accessibility Toolkit. It provides a list of strategies to incorporate into various kinds of course materials (e.g., images, links, tables) to make them more accessible for students. The strategies are described further in the Best Practices section — explore as needed!
Think about one or two resources that you currently use or include in your course, or want to use or include in your course in the future (e.g., hyperlink, document, video). Considering the accessibility strategies you’ve learned in this challenge, draft a reflective post to share with your peers that addresses the following questions:
- What accessibility strategies does the resource currently integrate?
- How do the current accessibility strategies benefit students?
- Where are there opportunities to improve the accessibility of the resource?
- How would additional changes make an impact?
Are you wondering about other ways you can support your students with accessibility?
At your institution:
- Explore the accommodation and accessibility services offered.
- Learn about the assistive technologies and supports that are available.
- Review the accessibility and inclusion policies.
- Then share information about these services and supports with your students. Include this information in places like your course outline or a section on student support in your course.
Work toward proactively integrating accessibility strategies into your teaching practice to develop accessible materials right from the start. For additional assistance, connect with the teaching and learning centre at your institution for guidance on creating accessible and inclusive course materials, assessments, and activities.
3. Teach it to students
Show students how they can use the Microsoft Office Accessibility Checker to begin considering the accessibility of the materials they are producing.
Further Reading
- Explore these student personas to better understand the variety of students you may see in your classroom. Keep this variability in mind when developing course content.
- This Accessible Online Course Checklist builds on the one explored in this challenge and includes considerations for course outline and design and instructional methods.
- Looking for more ways to enhance accessibility in your teaching practice? Browse the Niagara College Canada Accessibility Hub’s Accessible Academic Delivery page for a variety of short articles to choose from.
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pressbooks
|
2025-03-22T05:09:25.056494
|
11-20-2024
|
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"url": "https://opentextbc.ca/digitalliteracychallenge/chapter/ethical-legal-considerations/",
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"title": "Digital Literacy Challenge Series",
"author": "Britt Dzioba",
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"subject": "Education"
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|
https://opentextbc.ca/digitalliteracychallenge/chapter/technology-supports/
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Challenge Two: Technology Supports
What it is:
The Technology Supports competency means integrating technology into our courses by intentionally selecting appropriate tools for different tasks. This includes evaluating technologies for factors such as ethics, accessibility, and affordability. In addition, we strive to reduce students’ cognitive load by providing the proper support to help them be successful with the technology. This may seem like a big task, but helpful frameworks exist to guide decisions about choosing educational technologies to use in the classroom.
Why it is important:
Since there are many educational technologies available to use in the classroom, it’s essential to evaluate these technologies from multiple perspectives. This will help ensure that an ethical, accessible, and affordable technology is chosen. It’s also important to avoid assuming students will automatically understand how to use the chosen technology. While some students might be proficient at using technology in their personal lives, technologies used for learning in the classroom may be a different matter. It’s crucial to include proper support so that all students can be successful. Overall, getting to know our students’ needs and abilities, choosing tools with purpose, and ensuring that we and our students have the proper support.
Examples:
- Browse a snapshot of the educational technology tools being used across the province in 2019: Educational Technology at Work in British Columbia: The ETUG Community Survey Results (blog post)
- Explore this edtech demo to see how others have built on existing models to create a rubric to assess technologies for use in the classroom: More Tools Than Time: Sharing a Rubric for Aiding Instructors’ Predictive Evaluation of eLearning Tools (video, 50 minutes)
Multimedia Activity
Choosing and evaluating a technology to use in your classroom is a multidimensional decision that involves many perspectives beyond the technology’s ability to do what you need it to do. The SECTIONS model offers a helpful framework based on eight important factors to consider. To begin to familiarize yourself with the model, click on each of the hotspots on the image for a question to consider when choosing technology. We will apply this model later in this challenge. The image below is from the chapter on choosing and using media in Teaching in a Digital Age by Tony Bates.
Learning Activities
1. Learn it for yourself
When considering integrating technologies into your teaching practice, a great place to start is exploring what’s available at your institution for both you and your students. This way, you and the students can gain access to free and supported tools that take student privacy into account.
To help you discover and document the technologies and supports available at your institution, download and/or print this scavenger hunt activity. Browse your institution’s website or speak with staff in service areas (e.g., information technologies, teaching and learning centre directly to learn more about what’s available to help you fill it out. The more specific you can be, the more helpful this resource will be, as it will become a “cheat sheet” to refer back to when planning future lessons. We will also be referring back to it in future challenges.
If you are looking to explore other tools that aren’t available at your institution, browse the B.C. Digital Literacy repository’s Technology Supports page. You will be introduced to tools such as Hypothes.is, H5P, and SPLOT websites. Keep in mind that a good practice is to check with your institution before using new technologies to ensure student privacy and protection.
2. Incorporate it into your teaching practice
Using the scavenger hunt that you completed earlier, or the B.C. Digital Literacy repository’s Technology Supports page, choose a technology you learned about in this challenge. Think about a problem or situation you’re experiencing in the classroom that you think one of the technologies can help you resolve (e.g., you want to incorporate more formative assessments into your lectures and you think Slido can help you achieve that).
Work through the following H5P activity, which includes a few streamlined questions based on the SECTIONS model above, to help you reflect on choosing suitable technologies to use in your classroom. It will help you see how technology supports, ethics, and accessibility are intertwined. Be sure to click the buttons next to the yes/no answers to learn more!
Please note that this is only a small sample of the kinds of questions to ask yourself when choosing a technology for your course. See Appendix 2 in the Further Reading section for additional questions.
Sources for the SECTIONS quiz questions:
- SECTIONS UBC resource (PDF framework)
- H5P activity
- Using SECTIONS to Select Digital Tools
- Digital Literacy Framework
We hope this simplified technology assessment has prompted you to think beyond the simple utility of an educational technology. If you answered mainly yes, it likely means you’ve thought about technology integration from a variety of perspectives — great job! If you answered with a few no’s, hopefully you were able to provide thoughtful rationales for those responses or were prompted with additional perspectives to consider in your decision-making journey when selecting a technology.
Next, create a reflective post that captures your journey through this assessment. What had you already considered when choosing the technology? What did you learn about that you hadn’t initially considered? Was there anything about the assessment that surprised you? What is one thing you learned to apply in the future?
When you’ve chosen an appropriate technology for your classroom, it’s essential to provide students with the technical support they need to be successful. Avoid assuming that students already know how to use the technology or that they have the skills to learn it quickly. While students might be familiar with certain technologies, educational technology platforms may be brand new to them!
- In your course outline, describe the technologies used in your course and what support resources are available.
- In assessments that involve technology, include:
- A brief description of the technology, how it aligns with the learning outcomes, and the skills students will develop as a result of using the technology
- Technical instructions or guides that students can refer to when learning how to use the technology
- Support resources available to students (e.g., where can students go if they have questions or need assistance with troubleshooting the technology?)
- Talk to the teaching and learning centre or learning technology centre at your institution for guidance on aligning technology with course learning outcomes and teaching practices.
3. Teach it to students
This Technology for Post-Secondary Readiness Lesson Plan will help you have a conversation with students about assessing their technology readiness skills and point them to self-directed learning opportunities.
Create a mini-survey at the beginning of the term to gather information about your students’ comfort level and familiarity with technologies you’re considering implementing in your course. This will help you ensure that the proper support is in place for students learning and using the technology.
Further Reading
- The Choosing and Using Media in Education: The SECTIONS Model chapter in Teaching in a Digital Age, by A.W. Bates, is an in-depth examination of the SECTIONS model.
- Or go straight to Appendix 2: Questions to Guide Media Selection and Use section for more in-depth questions aligned with the SECTIONS model to ask yourself.
- For a different option, explore the eLearning Toolkit Evaluation Rubric that Western University developed to guide the appraisal of technology tools.
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pressbooks
|
2025-03-22T05:09:25.070333
|
11-20-2024
|
{
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"url": "https://opentextbc.ca/digitalliteracychallenge/chapter/technology-supports/",
"book_url": "https://opentextbc.ca/digitalliteracychallenge/front-matter/about/",
"title": "Digital Literacy Challenge Series",
"author": "Britt Dzioba",
"institution": "",
"subject": "Education"
}
|
https://opentextbc.ca/digitalliteracychallenge/chapter/information-literacy/
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Challenge Three: Information Literacy
What it is:
The Information Literacy competency involves using critical thinking skills to assess the reliability of information from online sources. This includes evaluating the information to judge its accuracy and to determine whether the information comes from a reliable and trusted source (Critical Digital Literacy, University of Edinburgh). This is very important in our digital world, where anyone can publish any content online, making information so widespread and readily available.
Why it is important:
Since anyone can publish content online, increasingly we need to be critical of the information we interact with. The algorithms that are so deeply embedded in our online technologies compound the problem, influencing how the information we interact with is produced, prioritized, and presented. This can lead to the information being inaccurate, limited, or untrustworthy, or containing inherent biases because it is presented through a particular worldview and may not reflect other interpretations. So it’s crucial that we critically evaluate online information to assess its authority before interacting with it. Failing to do so runs the risk of spreading misinformation.
Examples:
- Explore how open pedagogy can facilitate the growth of critical information literacy skills in students with this article: Intersections of Open Pedagogy and Critical Information Literacy: A Case Study
Multimedia Activity
Read through the Explore section of The Digital Tattoo Project’s Algorithms and Your Data tutorial and then complete the quiz from the tutorial below:
Learning Activities
1. Learn it for yourself
Hopefully you’re now more familiar with what algorithms are, how they affect the information we interact with, and how they can be biased. They are an “integral part of our socio-digital eco-system” and strongly influence how online information is produced, prioritized, and presented to us (Marta Samokishyn, Educational Technology Users Group). So, as consumers of this information, how are you and your students vetting the online information you interact with? Concrete strategies are needed to help identify reputable sources and analyze the credibility and reliability of those sources.
Read and familiarize yourself with the following two models for evaluating the suitability of content that both you and your students can use:
- SIFT (Stop; Investigate the source; Find better coverage; Trace claims, quotes, and media to the original context)
- CRAAP (Currency, Relevance, Authority, Accuracy, Purpose)
Click on the image hotspots to see more information about the SIFT method. The image and text was adapted from Introduction to College Research by Walter D. Butler, Aloha Sargent, and Kelsey Smith is licensed under a Creative Commons Attribution 4.0 International License.
These dialogue cards will give you a more in-depth look into the CRAAP method for evaluating sources. Click through each card to read more about each step. The information on these cards was adapted from Introduction to Professional Communications by Melissa Ashman is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
2. Incorporate it into your teaching practice
Let’s put the CRAAP model to the test! Choose a new or existing resource that you want to include in your course for students to learn from. Apply the CRAAP model to the resource by using the questions listed under each of the letters to help you evaluate the suitability of the resource (Melissa Ashman, Introduction to Professional Communications). Then create a brief post that shares the outcome of applying the CRAAP test to the resource. Based on your evaluation:
- Would you deem the resource suitable to use in your course?
- Why or why not?
- What factors stood out that made the resource reliable or unreliable?
- What did you learn overall?
Think about how you can integrate the practice of evaluating content, using models like SIFT and CRAAP, explored above, into one of your course activities or assessments for your students to use. Here are some examples to consider:
- If students are using the internet to find information or perform research in your course, is there an opportunity to integrate an assignment that requires an annotated bibliography? Annotated bibliographies can help students methodically engage in the practice of evaluating resources and can be part of a larger research activity in your course. To model this for students, you might complete an annotated bibliography yourself. Then, when sharing it with students, walk them through your approach and thought process.
- If students are reading articles in your course, introducing them to the process of annotating resources can be beneficial for them. An example of a technology that can support this is Hypothes.is, which can be used both individually and collaboratively.
- Connect with your library or explore their LibGuides to see what support they can offer for you and your students. Can they visit your classroom for a presentation? Can you take your students to the library for a mini-lesson?
- Connect with your research office to see what support they can offer related to research and information literacy. Can they visit your classroom for a presentation?
Communicate to students the institutional supports (library, research office, writing centre, etc.) that are available to support them with their research and information literacy efforts. Include this information in places like your course outline, a “Student Supports” section in your course, and/or right in an assignment description when students may be looking for support in completing their assignment.
3. Teach it to students
- Revise the Annotated Bibliography lesson plan and customize it to include your institution’s specific resources. The assignment will help students locate sources relevant to a topic, summarize the main points or arguments in a scholarly article, and evaluate the authority of sources.
- Help students develop their algorithmic literacy so they understand how the information they are presented with was produced and prioritized. This will help them see why it’s essential that they evaluate the information they interact with on the internet. In Algorithmic Literacy: The Role of Academic Libraries in Creating Metaliterate Learners (presentation, 21 minutes), between 12:49 and 18:16, Marta Samokishyn shares some strategies for helping students develop algorithmic literacy.
- Algorithmic Awareness Toolkit: Teaching Algorithmic Literacy in Academic Libraries and Beyond features a variety of lessons related to algorithmic literacy. You might be particularly interested in:
Further Reading
- Hypothes.is is a free tool that allows you to mark up an article with notes as you’re reading and assessing its suitability for your purpose.
- Algorithms and information literacy are becoming inextricably linked in our digital world. Learn more about how algorithmic literacy intersects with information literacy, either in Algorithmic Literacy: The Role of Academic Libraries in Creating Metaliterate Learners (video, 20 minutes) or The Role of Algorithmic Literacy in Academia and Beyond: Some Considerations (article).
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pressbooks
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2025-03-22T05:09:25.084931
|
11-20-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/digitalliteracychallenge/chapter/information-literacy/",
"book_url": "https://opentextbc.ca/digitalliteracychallenge/front-matter/about/",
"title": "Digital Literacy Challenge Series",
"author": "Britt Dzioba",
"institution": "",
"subject": "Education"
}
|
https://opentextbc.ca/digitalliteracychallenge/chapter/digital-scholarship/
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Challenge Four: Digital Scholarship
What it is:
The Digital Scholarship competency requires that we are comfortable incorporating appropriate types of digital media and tools for teaching and learning while ensuring academic integrity in the digital learning space. The digital tools we choose to incorporate should not be overly complicated; instead the key is to keep them simple, quick, and easy to use, and — most importantly — to intentionally incorporate them to enhance the learning goals of students and in turn ensure success in their individual learning journeys.
Why it is important:
By adapting the appropriate digital tools in our classrooms, we are helping students develop and nurture their digital literacy skills. The intentional integration of digital tools should aim to enhance the effectiveness of research questions and nurture student critical thinking and problem-solving skills. When used effectively, digital tools also help increase our own digital literacy as educators and enrich the learning experiences of our students.
Examples:
- Watch Dr. Catherine Anderson as she shares how incorporating short intro videos at the start of each lesson, accompanied by checklists, helped guide students in her classroom on their learning journey: Flex Forward (video, 2 minutes)
- See several examples across various subject areas of how digital tools can serve as appropriate enhancements to the student learning experience: How to Apply the SAMR Model with Ruben Puentedura (video, 7 minutes)
Multimedia Activity
Review Chapter 11, Using Technology to Enhance Your Content, Not Detract from It, by Neil Kotch, in the Pressbook Applying Digital Experience Design to Teaching and Learning Environments. Next, watch the video linked in the presentation below and click through the slides for some thought-provoking questions on mindfully using technology in your teaching practice.
Learning Activities
1. Learn it for yourself
Now that we’re halfway into the challenge series, it’s time to scaffold our learning! In the Technology Support challenge, we’ve already asked you to work with your institution’s teaching and learning centre, IT department, or library staff. By now you should know what tools are available to you within your institution’s learning management system (LMS) or videoconference platform or other tools already available at your institution.
For this week’s learning activity, let’s incorporate at least two of your institution’s digital tools and consider the six key points we learned this week.
We recognize that educators are busy, so let’s start with one-hour chunks at a time. Start by selecting the next one-hour synchronous lecture or presentation that you’d like to work on, and ask yourself:
- Are my lessons bite-sized (i.e., brief and concise)?
- Are my lessons digestible (i.e., organized and consistent)?
- Are my lessons appetizing (i.e., visual and engaging)?
2. Incorporate it into your teaching practice
Review these Four Live Class Models for One-Hour Synchronous Sessions against your one-hour lecture or presentation.
Consider adapting one of the four models. Is there a simple tool in your LMS or videoconferencing platform that could help you adapt one of the collaboration components — perhaps a Q&A discussion, a poll, or a breakout activity?
Here are some questions to ask yourself to determine if your technology-facilitated learning activities are enhancing, or detracting from, your content:
- Do these activities help your students stay engaged and help you evaluate their learning outcomes?
- Do these activities help you as an educator to periodically assess student learning?
- Are you periodically refreshing digital media materials in your course? If not, work with your faculty colleagues, check in with your program staff, and collaborate with teaching and learning staff to periodically refresh your materials.
Consider these steps to find new and creative ways to use technology in your teaching:
- Look outside your Learning Management System and see if there are any other tools that will help you enhance your teaching. Ask a colleague or a friend about tools that they find effective, and consider adapting them.
- Connect with your community by attending professional development opportunities and collaborating with fellow faculty/colleagues. Check out the Educational Technology Users Group for events and opportunities.
3. Teach it to students
Find an opportunity to teach this updated lesson plan in your next class — or at your next facilitated presentation or team meeting. Afterwards, seek student/participant feedback. Ask, “How did it go?” Did the digital tools help enhance their experience? And consider whether further tweaks are required.
Further Reading
- Common Sense Media offers a wide range of existing lesson plans and recommended tools for educators.
- Check out the Digital Scholarship competency page for a wide selection of available digital tools.
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pressbooks
|
2025-03-22T05:09:25.097705
|
11-20-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/digitalliteracychallenge/chapter/digital-scholarship/",
"book_url": "https://opentextbc.ca/digitalliteracychallenge/front-matter/about/",
"title": "Digital Literacy Challenge Series",
"author": "Britt Dzioba",
"institution": "",
"subject": "Education"
}
|
https://opentextbc.ca/digitalliteracychallenge/chapter/communication-and-collaboration/
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Challenge Five: Communication and Collaboration
What it is:
The Communication and Collaboration competency encompasses the incorporation of digital tools to ensure that the learning spaces we curate both virtually and physically offer opportunities for students to share information with each other, and in turn build a collaborative learning community.
Why it is important:
ABLE Research Consultants’ 2020 research paper, Removing Barriers to Online Learning Through a Teaching and Learning Lens, identified three areas that provide a framework for thinking about pedagogy in online learning: equity mindedness, cultural affirmation, and social engagement (p. 14).
Examples:
- Read about the many ways in which Padlet can be incorporated into your digital learning space to encourage collaboration and communication: FLO Tech Tool Tip: The Power of Padlet (blog post)
- Read about the various ways in which SPLOT can be adapted to co-create an inclusive and safe online space with students: FLO Tech Tool Tips: SPLOTs (blog post)
Multimedia Activity
As educators, you’re likely familiar with the concept of co-creating a “code of conduct” with our students/participants whenever we kickstart a class discussion or workshop. Did you know there is also a common code of conduct or proper etiquette when it comes to online conversations? It’s called “netiquette.”
Essentially the same rules apply whether we’re face-to-face or online: if we want to create a safe and inclusive learning environment, we must follow proper etiquette when communicating and collaborating with one another.
Check your current understanding of the two main areas in this competency: communication (i.e., netiquette) and collaboration (i.e., why and how we adapt tools and strategies to collaborate) in this short digital skills quiz, adapted from eCampus Ontario’s Digital Skills Quiz for Students:
Learning Activities
1. Learn it for yourself
This week, in the Communication and Collaboration competency challenge, we ask you to reflect on common barriers that learners and educators often face in online learning, and consider digital tools that enhance communication and collaboration to address these common issues.
Let’s begin by revisiting ABLE Research Consultants’ 2020 research paper, Removing Barriers to Online Learning Through a Teaching and Learning Lens, specifically in the social engagement section, on p.17, which shares common online learning barriers and combating strategies.
Review the information in the document below and fill out your answers. You will be able to export your answers at the end.
2. Incorporate it into your teaching practice
- Check out the BCcampus FLO Tech Tools Tips blog posts.
- Play around with at least one of the tools mentioned in the blog posts that would work in your classroom or in your next presentation.
- Are there any tools mentioned in the blog posts, or within your institutional LMS or video conference platform, that could help address some of the social learning barriers we reviewed above? Match the list of tools you explored against your exported H5P documentation report and identify any tools that would match any of the key strategies.
3. Teach it to students
- Don’t be afraid to try out at least one of these tools with your students or your colleagues. Can you try one at your next session or team meeting? We recognize that educators are busy, so keep track of how it works and how long it takes you to incorporate it as an activity, and then decide whether it works in your teaching context.
- Remember to have some fun in a safe, collaborative space with your students and/or colleagues. Perhaps at your next in-person meeting, you could incorporate interactive digital tools like Mentimetre? Or at your next synchronous Zoom call, try a fun poll or quiz? The possibilities are endless!
- Remember to consult your teaching and learning centre team to see if the digital tool you choose to adapt already exists within your institution. Always ensure that the digital tool complies with your institutional accessibility and privacy policies.
Further Reading
- Download 10 Ways to Create Dynamic Online Learning (PDF) for a guide to creating participatory online spaces that provide interactivity and a sense of community.
- Check out more digital learning tools on the Communication and Collaboration competency page.
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pressbooks
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2025-03-22T05:09:25.110728
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11-20-2024
|
{
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"url": "https://opentextbc.ca/digitalliteracychallenge/chapter/communication-and-collaboration/",
"book_url": "https://opentextbc.ca/digitalliteracychallenge/front-matter/about/",
"title": "Digital Literacy Challenge Series",
"author": "Britt Dzioba",
"institution": "",
"subject": "Education"
}
|
https://opentextbc.ca/digitalliteracychallenge/chapter/creation-and-curation/
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Challenge Six: Creation and Curation
What it is:
The Creation and Curation competency involves using technology to enhance digital learning opportunities. By experimenting with various technologies, we can create and curate accessible digital materials for specific audiences and purposes. When creating your own digital resources, design for inclusion and integrate strategies to enhance accessibility — as we explored in the Ethical and Legal Considerations challenge.
Creating or curating existing materials requires that we understand and respect intellectual property rights in digital spaces. This includes being familiar with copyright licenses when using and sharing the work of others. In this challenge, we will explore copyright licences, which will allow you to make informed and ethical decisions about how and where you share your own work or the work of others.
Why it is important:
In the Information Literacy challenge, we discussed the importance of evaluating the information that we interact with. The Creation and Curation challenge focuses on developing our skills around appropriately gathering, selecting, and organizing the information we’ve evaluated. We do this by carefully curating content for our specific environments and thinking about how we share our own work with others. Understanding copyright licences allows us to ethically adopt and adapt existing resources, which can save a lot of time. Creating materials and licensing them openly to share with others provides everyone with greater access to innovative, current, and low-cost resources.
Examples:
- Listen to art historian Andrea Korda talking about the role of the instructor as a curator of resources, drawing on her experiences using and creating open educational resources (OERs) during a year of remote teaching: Curating Course Materials: Lessons Learned from Using Open Educational Resources for Remote Teaching (video, 20 minutes)
- Walk through a step-by-step process of finding and selecting open educational resources (OER) to use in a derivative work, choosing a Creative Commons licence, and applying the licence to the work: Creating OER and Combining Licenses Part 1 (video, 5 minutes)
Multimedia Activity
The following image with hotspots, adapted from the work of Christopher Lister, has been modified to illustrate a simplified view of how the Information Literacy, Creation and Curation, and Communication and Collaboration competencies work together to form a cycle of consuming, curating, collaborating, and creating.
Learning Activities
1. Learn it for yourself
Nowadays, there’s an abundance of educational resources available online. Using what already exists, as opposed to making your own materials from scratch, can save time and effort. A good place to get started with digital curation and creation in your classroom is through open educational resources (OERs). Please read chapter 1 of The Open Pedagogy Student Toolkit, The OER Landscape, and watch the video at the end to gain a broad overview of what open education and open educational resources are and why they are important.
Now you might be wondering how OERs can be used in the classroom. The BC Open Educational Librarians suggest “adding an existing resource that someone else has already created (adopting). Or if you feel even more ambitious, take an existing OER and tweak it to match your specific needs (adapting).” This requires an understanding of the different kinds of open licences to know how OERs can or cannot be used. Please watch What Are Creative Commons Licenses? (video, 2 minutes) to learn more about how Creative Commons licences work.
2. Incorporate it into your teaching practice
Now it becomes very important to think about how you gather these educational resources and curate them for specific uses in your classroom. This way, you can avoid a long list of resources that students have to sift through. As you will see in the H5P slides below, “Digital curation for teaching involves transforming a collection of resources into instructional content.” The goal is to include resources in your course that are well curated, directly relate to the learning outcomes, and are framed with information that help illustrate why they matter.
The following activity walks you through the five C’s of digital curation, which will prompt you to think about how you collect, categorize, critique, conceptualize, and circulate learning resources in your own courses. When going through the 5 C’s of Digital Curation for Teaching H5P slides, have in mind a course you teach. Use the slide prompts to reflect on whether your current curation approach aligns with the five C’s.
Create a brief reflective post that captures your current curation process and whether you would make any adjustments to your process after learning about the five C’s. Here are a few prompts that can serve as inspiration for reflection, as needed:
- Where do you search to locate materials for your course? Have you connected with the library at your institution?
- How do you differentiate between “need to know” and “nice to know” resources in your course? Do you clearly mark “nice to know” resources as additional resources so it’s clear that students can browse them if/when they have time?
- How do you briefly introduce each resource to create a connection between it and the learning outcome(s)? (For example, “The following video discusses ____, which illustrates the idea of _____ from last week.”) Or, if this is an area you want to work on, how will you approach it moving forward?
- How do you set an action for students to complete when engaging with a learning resource? (For example, “Jot down one takeaway from the video that will be shared in a small group activity during the next class.”) Or, if this is an area you want to work on, how will you approach it moving forward?
You might also consider working with your teaching and learning centre to:
- Review effective course design strategies to ensure your resources are organized appropriately to support student learning
- Design learning activities that allow students to demonstrate their learning in creative ways (For example, instead of having students write an essay on a topic, perhaps they can create a video, an audio recording, or a poster. This allows students to demonstrate their learning in creative ways using a technology that is accessible to them.)
3. Teach it to students
- Teach students about copyright licences so they understand which OERs can be freely adopted or adapted using What Are Creative Commons Licenses? (video, 2 minutes). Instructors and students can use the Licence Chooser to determine which Creative Commons licence is appropriate for their work.
- Revise the Take & Teach Presentation or Poster assignment template from Excelsior University and customize it to include your institution’s specific resources. The assignment will help students prepare a teaching poster or presentation about a topic using openly licensed resources.
- Curate a list of resources for your course or specific assignment that includes links where free photos can be obtained. For example, Thompson River University’s Intellectual Property Office shares a list of Free Photos.
Further Reading
- Explore the B.C. Digital Literacy Hub to learn more about curation and creation through various tools and resources.
- Learn about five different kinds of cues you can use to introduce and frame a video in your course, and help students actively engage with the video, in Introduce and Frame Your Video Content (webpage). These cues can be adapted for different types of resources too.
- To browse OERs for use in your course, check out the eCampus Ontario H5P Repository, a catalogue of H5P activities that can be filtered by keywords, subject, and licence. (Be sure to check the licence before adopting or adapting it!) Or browse free, open, and customizable materials in BCcampus’s B.C. Open Collection.
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pressbooks
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2025-03-22T05:09:25.125462
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11-20-2024
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{
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"url": "https://opentextbc.ca/digitalliteracychallenge/chapter/creation-and-curation/",
"book_url": "https://opentextbc.ca/digitalliteracychallenge/front-matter/about/",
"title": "Digital Literacy Challenge Series",
"author": "Britt Dzioba",
"institution": "",
"subject": "Education"
}
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https://opentextbc.ca/digitalliteracychallenge/chapter/digital-wellbeing/
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Challenge Seven: Digital Wellbeing
What it is:
So far in this challenge series, we have encouraged educators to incorporate digital tools in their teaching and learning practice. However, like everything else, too much of a good thing can also be a bad thing, and any tool, when used ineffectively or inappropriately, can also do more harm than good.
The B.C. Post-Secondary Digital Literacy Framework (p. 11) states:
A digitally literate person will use technology to support their wellbeing and have strategies for managing technology if it negatively impacts their physical, mental, or emotional health. A digitally literate person will have healthy boundaries with digital technologies, use them intentionally and will not use digital technologies in ways that harm others.
The concept of digital wellbeing is an important one, but also very broad and hugely complex. Jisc uses digital wellbeing as a term to describe the impact of technologies and digital services on people’s mental, physical, social, and emotional health. It is a complex concept that can be viewed from a variety of perspectives and across different contexts and situations.
Why it is important:
Our daily lives are intertwined with technology and filled with an abundance of digital tools. To live a digitally well-balanced life is often easier said than done. In Digital Media, Anxiety, and Depression in Children, researchers identify “growing concerns about the impact of digital technologies on children’s emotional well-being, particularly regarding fear, anxiety, and depression.” There has also been a huge push in the K–12 education system to ensure our children grow up to be capable digital citizens by helping them balance their digital lives.
Jisc invites us to consider digital wellbeing in these four contexts: social, personal, learning and work: “Technologies and digital activities can impact on physical, mental, social and emotional wellbeing in both positive and negative ways.”
Examples:
- Hear some great ideas and common strategies from webinar participants on how they support student digital wellbeing in their classrooms and presenter Lisa Gedak’s list of key strategies for ensuring student digital wellbeing: FLO Lab: Developing a Manifesto for Digital Well-Being (timestamp 41:00–56:00) and corresponding Padlet
- Get a few tips on staying tranquil in your own digital life: TED Talk by Adam Alter (video, 9 minutes)
Multimedia Activity
Reflect on your current digital wellbeing by completing this self-assessment quiz, Is It Time for a Digital Detox?, from UBC’s Digital Tattoo project.
Learning Activities
1. Learn it for yourself
- If your digital wellbeing self-assessment shows that you have a well-balanced digital life, congratulations! Then consider helping out Jordan, an instructor who is struggling with her class, in this case study, by learning and applying the PERMA Framework.
- If your digital wellbeing self-assessment shows that your digital wellbeing and real life is out of balance, no worries! In this week’s challenge, we’re offering you a few ways to get your digital life back on track by introducing the PERMA Framework.
Learn more about about the PERMA Framework through these reflective questions, adapted from this blog post:
2. Incorporate it into your teaching practice
After learning and applying the PERMA framework, think of one thing that you could change over the next week. The immediate task could be as simple as:
- Using a bluelight filter on your devices
- Setting up fixed online office hours and only responding to messages and emails from students during this time
- Blocking off two to three hours of deep concentration time to avoid task switching and try out monotasking
The week’s challenge has two parts:
- Share your digital wellbeing tip of the week in the discussion below.
- Review the discussion posts/digital wellbeing tips other people have shared, and try out at least one other digital wellbeing tip. Let them know how their tip worked for you.
3. Teach it to students
After trying a few digital wellbeing tips at the end of this week’s challenge, consider sharing them with your students or colleagues. Again, this does not need to be hard or time-consuming. The immediate task could be as simple as:
- Not requiring social media use in your classroom.
- Offering your students or colleagues a few digital tools/resources to help balance life and tech.
- Inviting your students or colleagues to complete their own digital wellbeing self-assessment and facilitate a group discussion based on their results.
Further Reading
- Read Digital Pedagogy Toolbox: Cultivating Digital Well-Being – From Fatigue to Healthy Daily Practices (blog post) for some of the reasons for and ways to deal with digital fatigue.
- Jisc’s Digital Wellbeing for You, Your Colleagues and Students: Briefing Paper for Practitioners defines digital wellbeing, looks at different aspects of it, and offers a list of positive actions individuals can take to support it.
- Check out the TRU Digital Detox, designed to help students and instructors think about technology and how it intersects with learning and teaching in new and more complex ways.
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pressbooks
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2025-03-22T05:09:25.140427
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11-20-2024
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{
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"url": "https://opentextbc.ca/digitalliteracychallenge/chapter/digital-wellbeing/",
"book_url": "https://opentextbc.ca/digitalliteracychallenge/front-matter/about/",
"title": "Digital Literacy Challenge Series",
"author": "Britt Dzioba",
"institution": "",
"subject": "Education"
}
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https://opentextbc.ca/digitalliteracychallenge/chapter/community-based-learning/
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Challenge Eight: Community-Based Learning
What is it:
Welcome to our final challenge! Throughout the previous weeks, we’ve discussed how everyone (educators and learners alike) has their own unique lived experiences and is part of various communities. Our individual lived experiences always overlap with and move in and out of physical and digital spaces. As a result, each of us exists in the intersectionality of various communities (e.g., immigrant, international student, LGBTQ2S+, cultural or linguistic backgrounds).
The Community-Based Learning competency involves creating intentional opportunities for learners to participate in and offer their lived experiences and/or prior knowledge as valuable lessons. It also means being able to effectively adapt digital tools to build and maintain relationships between students and community partners.
Why it is important:
In the Communication and Collaboration competency challenge, ABLE Research Consultants’ 2020 research paper, Removing Barriers to Online Learning Through a Teaching and Learning Lens, identified three areas for thinking about pedagogy in online learning: equity mindedness, cultural affirmation, and social engagement. We promised to circle back to cultural affirmation, which fits in the Community-Based Learning competency.
We recognize the tremendous value of culturally relevant teaching and learner-oriented teaching. As educators creating community-based learning spaces, we validate all learners’ lived experiences and in turn fulfill the diverse needs of our learners.
Examples:
- Read about an excellent example of how OER ties into Indigenous community learning through the TK Labels project
- Read this blog post to learn more about the 6 R’s of Indigenous OER’s: Sovereignty and Tradition: Indigenous Knowledge and Open Educational Resources
Multimedia Activity
The following is an example of a quiz you can give to students to assess their understanding of community-based learning. It is adapted from the Community-Based Learning Lesson Plan from the B.C. Digital Literacy Hub. Try it for yourself!
Learning Activities
1. Learn it for yourself
- Review page 16 of the ABLE research paper, Removing Barriers to Online Learning Through a Teaching and Learning Lens, where barriers to online learning are outlined, along with strategies to help create cultural affirmation in online learning. During your review, consider some of the digital tools you have tried out or incorporated so far and how they may help you overcome these barriers.
- Review the Community-Based Learning Lesson Plan. Choose one of the four options in the lesson plan to spark conversations at your next class, meeting, or presentation. Try out the activity in a space where it’s safe to fail, and see if it works.
- Check out additional digital tools listed on the B.C. Digital Literacy repository’s Community-Based Learning page that you would consider testing or adapting.
2. Incorporate it into your teaching practice
The intention of this week’s challenge is for you to offer back to your institution/educational community what you have learned so far in this challenge series, then bring back to us what you have learned. While our teaching communities share similarities, each one is also unique. We want to embrace the true spirit of community-based learning in this week’s challenge as we ask you to share what you applied in your community, and bring your learnings back to us as we wrap up this challenge series.
We invite you to use the same format with which each challenge has been presented to you, by explaining to us:
- What it is: Identify which community-based learning activity or option you decided to incorporate.
- Why it’s important (for you as an educator and for students): How did you contextualize this community-based learning activity, and how does it fit in your teaching practice?
- An example: By this time in the challenge series, you should have a solid toolkit of digital tools at your disposal. Which digital tool did you decide to incorporate and why? And how did it work out? Did the activity help spark a conversation on what community means for everyone in your class or group? Did the activity help students/participants create a sense of community? Share your final takeaways with us in the discussion forum.
3. Teach it to students
- Find a local community expert to connect your students with, or ask them to connect with leaders in their own community.
- Look into existing community-based learning programs in your institution, such as work-integrated learning (WIL), co-op programs, and so on.
Further Reading
- Watch In It Together: Building Community and Enacting Care in Online Learning (recorded webinar, 55 minutes) for ideas on how to create and build community in online learning environments.
- Check out The Handbook of Experiential Pedagogies, a collaborative resource developed by the students and instructor of an experiential pedagogies course at UBC in 2023.
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pressbooks
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2025-03-22T05:09:25.153968
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11-20-2024
|
{
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"url": "https://opentextbc.ca/digitalliteracychallenge/chapter/community-based-learning/",
"book_url": "https://opentextbc.ca/digitalliteracychallenge/front-matter/about/",
"title": "Digital Literacy Challenge Series",
"author": "Britt Dzioba",
"institution": "",
"subject": "Education"
}
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https://kpu.pressbooks.pub/doingresearch/chapter/narrowing/
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1 Narrowing a Topic
Defining your research question is a process of working from the outside in: you start with the world of all possible topics (or your assigned topic) and narrow down until you have focused your interest enough to be able to state precisely what you want to find out, instead of only what you want to “write about.”
Going through this process can be the hardest part of doing research, but once you have a question that is realistically scoped (not too broad, not too narrow) it will guide the rest of your work.
The Process of Narrowing a Topic
ACTIVITY: Which Topic is Narrower?
Now it’s your turn. Practice thinking about narrower topics with these 3 examples. Click the arrow to show the next question.
TIP: Use Some of the 5 W’s to Help Narrow Your Topic to a Searchable Question
Your assignment is to write on the topic of higher education. You decide you want to write about the high cost of tuition, but that is still too broad.
Start by asking some or all of the following questions.
| Question | More Specific Focus |
| Who? | First year students, mature students, part-time students |
| What? | Graduation rates, degree completion, attrition, dropout |
| When? | Last 10 years |
| Why or how? | Financial burden, employment, student debt |
From asking these questions, you might come up with a research question like this:
“How does the high cost of tuition impact the degree completion of mature college students?”
Source
Image: “Rq-narrow” by Teaching and Learning, University Libraries is licensed under CC BY-4.0.
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pressbooks
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2025-03-22T05:09:25.168978
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12-22-2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://kpu.pressbooks.pub/doingresearch/chapter/narrowing/",
"book_url": "https://kpu.pressbooks.pub/doingresearch/front-matter/introduction-2/",
"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
}
|
https://kpu.pressbooks.pub/doingresearch/chapter/but-avoid-getting-too-narrow/
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2 But Avoid Getting too Narrow
Be careful about getting too specific with your research question. Not every question that you come up with will be searchable.
For the above question about college tuition, the important questions to ask would be who? and what? Trying to find information on the impact of rising tuition in a particular city or province will be too restrictive, and the location may, in fact, be irrelevant to the search. A large-scale study across Canada or North America would likely yield relevant information that could be useful to your question.
The bottom line is, you will be working toward a balanced research question that is specific enough to guide you in your research, but not too restrictive.
ACTIVITY: Find the balanced topic
Now it’s your turn. Practice thinking about balanced topics with these 3 examples. Click the arrow to show the next question.
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pressbooks
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2025-03-22T05:09:25.179730
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12-22-2022
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://kpu.pressbooks.pub/doingresearch/chapter/but-avoid-getting-too-narrow/",
"book_url": "https://kpu.pressbooks.pub/doingresearch/front-matter/introduction-2/",
"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
}
|
https://kpu.pressbooks.pub/doingresearch/chapter/background/
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3 Background Reading
As you are exploring your topic and figuring out ways to narrow it down to a searchable question, it is a good idea to do some initial reading. For one thing, you might not know much about your topic yet. For another, such reading will help you learn the terms used by professionals and scholars who have studied your narrower topic. Those terms might become your keywords or search terms later on, so keep them in mind.
Getting Your Words Right
It’s important to understand that the search terms you use will have a direct correlation with the kinds of sources you find. And spending some time early on in your research learning relevant terms will save you time later on.
For instance, if you were going to do research about the risk of bird flu to humans, initial background reading would teach you that professionals and scholars usually use the term avian influenza instead of bird flu when they write about it. (Often, they also use H1N1 or H1N9 to identify the strain.) If you didn’t learn that, you would miss the kinds of sources you will eventually need for your assignment.
Take a look at the Google search results using the terms “bird flu” and human risk vs. “avian influenza” and human risk. Compare the kinds of sources listed.
(Click on the thumbnail image for a larger view. Use your browser’s back-button to return to the page.)
If you were to follow the linked results, you would see that the sources on the right come from government agencies and scientific journals, whereas the sources on the left come from news outlets or consumer health websites.
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pressbooks
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2025-03-22T05:09:25.194366
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12-22-2022
|
{
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"url": "https://kpu.pressbooks.pub/doingresearch/chapter/background/",
"book_url": "https://kpu.pressbooks.pub/doingresearch/front-matter/introduction-2/",
"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
}
|
https://kpu.pressbooks.pub/doingresearch/chapter/a-note-about-wikipedia/
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4 A Note about Wikipedia
Wikipedia is a popular place to start your research and will likely be one of the top results in a Google search of your topic. A well-developed Wikipedia article, with its content boxes and overviews, will provide a “road-map” of your subject and help you to focus on related and narrower sub-topics. Most introductory paragraphs will offer definitions, related terms, and key historical dates where relevant. Every article provides links to external references and further reading that can be useful sources for you to follow up with. In fact, no Wikipedia article can be published unless it is backed with a list of credible sources. See Wikipedia’s own policy on Verifiability and its discussion of what can be considered a reliable source.
However, while it is not quite true that anyone can edit a Wikipedia article, there are concerns about the potential for inaccuracies and misinformation. This is especially true for controversial topics; a quick look at the “Talk” page of any article will reveal how editors are actively involved to ensure that information presented is free from bias and maintains a neutral point of view. Unlike more traditional scholarly sources of information, content on Wikipedia is continually changing. For these reasons, your instructors may caution you against using it in your research, and will probably discourage you from citing it.
What you can do with a Wikipedia article is look at the external links, the supporting references, and the suggestions for further reading. As someone new to a topic, these sources can be a goldmine; try locating them in the library’s collection or on the internet.
Activity: Watch, think and learn
The following short video from Civic Online Reasoning at Stanford University demonstrates how Wikipedia can be used effectively in early stages of your research.
Source
Image: “Old version of Wikipedia logo” by Wikimedia Commons is licensed under a CC BY-SA 3.0.
Verifiability and Neutral Point of View from Wikipedia the Free Encyclopedia is licensed under CC BY-SA.
Video: “How to Use Wikipedia Wisely” by Civic Online Reasoning is licensed under CC BY-NC-NC 4.0.
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pressbooks
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2025-03-22T05:09:25.207381
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12-22-2022
|
{
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"url": "https://kpu.pressbooks.pub/doingresearch/chapter/a-note-about-wikipedia/",
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"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
}
|
https://kpu.pressbooks.pub/doingresearch/chapter/when-to-use-a-library-encyclopedia-or-dictionary/
|
5 Use a Library Encyclopedia or Dictionary
Although you will likely start your background reading with a quick Google search, you should visit the library and its collection of reference materials early in your research. The library has access to many encyclopedias, dictionaries, and handbooks, both in print and online.
Encyclopedias and handbooks will provide:
- A broad overview of your topic
- Sub-topics and related issues
- Controversies and criticism
- Key thinkers or researchers in the area
- References, recommended articles, and links to further reading
Dictionaries will offer a definition of your term and related terms that will be important as you develop your search strategy.
From the Research Help guide linked on the library’s homepage, you can find several of the library’s reference collections listed on the Find Background Information page. Many subject-specific reference books can also be found on the various subject guides.
You can also access all of the library’s reference books from your Summon search by focussing your results using the “reference” filter. Recall that Summon is the default search box on the library’s homepage.
ACTIVITY: Watch, think and learn
The following short video from KPU Library demonstrates how to locate a source for background information using the library’s Summon search.
ACTIVITY: Use an encyclopedia article
The article below is from the Encyclopaedic Dictionary of Psychology and was found using the library’s Summon search tool.
Click on the purple question marks to explore how an encylopedia can be useful at this stage of your research.
(Use Fullscreen to maximize the image, and your Esc button when finished.)
After this background work, you are now ready to start developing the research question you will try to answer for your assignment.
Sources
Video: “Finding Background Information” by KPU Library is licensed under CC0.
Waller, G. (2006). Eating disorders. In G. Davey (Ed.), Encyclopaedic Dictionary of Psychology. Routledge. https://search-credoreference-com.ezproxy.kpu.ca:2443/content/entry/hodderdpsyc/eating_disorders/0
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pressbooks
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2025-03-22T05:09:25.222387
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12-22-2022
|
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"book_url": "https://kpu.pressbooks.pub/doingresearch/front-matter/introduction-2/",
"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
}
|
https://kpu.pressbooks.pub/doingresearch/chapter/question/
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6 Developing Your Research Question
By now, it should be clear that finding a research question is a process of exploration and refining: exploring a topic will lead to developing a question, and further refinement will help you to focus that question to something that is not too broad and not too narrow.
ACTIVITY: Watch, Think, and Learn
Take a minute to watch this short video on how to develop a research topic. Think about the steps the student takes starting from a wide open topic, to something too narrow, and finally, to finding a balanced topic that is searchable.
Steps for Developing a Research Question
The steps for developing a research question, listed below, can help you organize your thoughts.
Step 1: Pick a topic (or consider the one assigned to you).
Step 2: Write a narrower topic that is related to the first.
Step 4: Do some background reading, using the Library’s reference books. Do some initial research in a library database.
Step 5: Readjust your topic if you get too few, or too many, search results.
Step 6: List some potential questions that could logically be asked in relation to the narrow topic.
ACTIVITY: Summing up Module 1
Key Takeaway
Research is a process of strategic exploration, one that begins with learning how to ask the right question.
Well done! You have completed the text and activity portion of Part 1 Getting Started on your Research. You are welcome to review any part of this module at any time.
Source
Video: “Picking your Topic is Research” by North Carolina State University Libraries is licensed under CC BY-SA 3.0.
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"title": "Doing Research",
"author": "Celia Brinkerhoff",
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"subject": "Information retrieval and access"
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https://kpu.pressbooks.pub/doingresearch/chapter/types/
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7 Types of Information Sources
Consider a topic such as the safety of genetically modified food. Wading into this large and controversial area, you will quickly discover that information about it comes from a wide range of sources:
- Blogs and opinion pieces
- Natural medicine and consumer health sites
- Scientific research articles
- Government and NGO sites
- Books, newspapers, and magazine articles
Each of these types of sources has different content, written by people with varying levels of expertise, and written for different audiences. And each of these types of sources will have a different value for you, depending on the context and requirements of your research need. Some assignments will require that you use scholarly, academic sources that have to undergo a lengthy editorial process and therefore take longer to appear. Other assignments may allow you to use less formal, popular sources of information that may be more timely.
| Social media | real-time, opinion, commentary, general audience | |
| Website | possible commercial purposes, opinion, general audience | |
| Newspapers, news sites
|
up-to-date current events, editorial opinion, commentary, general audience | |
| Magazines | current events, topics of interest to general audience | |
| Government/NGO | reports, standards, statistics, more targeted audience | |
| Scholarly article | new research by scholars for other scholars, expert audience | |
| Scholarly book | in-depth coverage of a topic by expert/experts, targeted audience | |
| Encyclopedia, Wikipedia | overview, background information, general audience |
Fig. 2.2 Types of information sources.
Sources
All images above are from The Noun Project and are licensed under CC BY 3.0 US.
“Social Media” by Petai Jantrapoon
“world wide web” by Wilson Joseph
“Magazine” by nareerat jaikaew
“Government” by lathiif studio
“Research” by Tanuj Abraham
“Book” by Bertama Graphic
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https://kpu.pressbooks.pub/doingresearch/chapter/need/
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8 What Kind of Information Do You Need?
Click the arrows below to learn about which types of information sources best meet various research needs.
ACTIVITY: Match the resource with the research need
Think about which kind of resource would be best suited for each question.
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"title": "Doing Research",
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"subject": "Information retrieval and access"
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https://kpu.pressbooks.pub/doingresearch/chapter/popular-and-scholarly-articles/
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9 Popular and Scholarly Articles
For some of your research assignments, you will be expected to use “scholarly” articles. These may be called “academic” or “journal” articles, or more specifically, “peer reviewed” articles. In a later tutorial we will learn how to focus your searches in order to find these.
For now, it is useful to learn to recognize the difference between these types of publications so that whether you are searching in a library resource or on Google, you will be able to make some judgment about the kind of information source you are looking at and whether it will be appropriate for your assignment.
ACTIVITY: Watch, think and learn
The following short video describes what a scholarly or peer reviewed article is, and how to distinguish it from other types of information.
Source:
“Scholarly Journal Articles” from KPU Library, is licensed under CC0.
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{
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"url": "https://kpu.pressbooks.pub/doingresearch/chapter/popular-and-scholarly-articles/",
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https://kpu.pressbooks.pub/doingresearch/chapter/trade-and-professional-sources/
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10 Trade and Professional Sources
Depending on your area of study, you may also be asked to consider a third type of publication that is written for professionals and people within a particular field of work. These articles target a specialized audience, may report on primary research but from an applied or summary perspective, and may have advertisements of interest to people in that profession.
In Summon and some of the library’s article databases, these publications will be called “trade publication” or “magazines”.
Activity: Examine the following sources to find out what a trade publication is.
(Use + to maximize each image.)
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"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
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https://kpu.pressbooks.pub/doingresearch/chapter/producing-information/
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11 Producing Information
The process of information creation follows a timeline. As soon as an event occurs, social media and online news sources are the first to provide coverage. Magazines and newspapers will follow shortly after, and journal articles and books take even longer to get published.
Knowing this will be important in your research: if you choose a very recent event to write about, you will likely not find information about it in a book or scholarly article. You may, however, need to expand your topic to look for a similar or related event, or broader treatment of the subject, to find sources that you can still use to support your writing.
ACTIVITY: Watch, think and learn
The short video below illustrates how understanding this timeline can help you better know what kinds of sources will be available for your topic and whether they will be suitable for your assignment.
ACTIVITY: Explore the timeline
The following timeline details how the media covered an important news event in 2012. (Maximize the screen for best viewing and use Esc button when finished.)
Sources
Video: “The Information Timeline” by Joyner Library East Carolina University is licensed under CC BY 3.0.
Image: “Police at Sandy Hook” by Voice of America, is in the Public Domain.
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"subject": "Information retrieval and access"
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https://kpu.pressbooks.pub/doingresearch/chapter/peer-review/
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12 Understanding Peer Review
Your assignment may require that you include information from “peer reviewed” articles. These articles are published in scholarly or academic journals after they have gone through a lengthy editorial process which usually involves the author making many revisions. The reviewers themselves are experts in the same field, and judge the strength of the article on the originality of the research, the methods used, and the validity of findings. The highest standard of peer review is “double-blind,” meaning that both the identity of the authors as well as the reviewers are kept anonymous in order to ensure that bias and subjectivity do not influence the process.
But be careful! Not all of the content in an academic journal is subject to peer review. There may be other content such as letters, opinion pieces, and book reviews that have been edited, but not necessarily gone through a formal peer review process.
ACTIVITY: Watch, Listen, and Learn
The following KPU Library video describes the process of peer review.
ACTIVITY: Summarize The Peer Review Process
But how can you, the researcher, recognize a peer reviewed article?
Fortunately, the library’s Summon search and most of our databases have a filter or limit which will help you find the right type of information. Various databases will use different terms: look for “academic” or “scholarly” or “peer reviewed.”
There are other clues you can look for.
Tip: Clues to Help You Decide if it is Peer Reviewed
| Author’s credentials and affiliations | Look for the author’s degrees, as well as the university or research institution they are affiliated with. |
| References | Any peer reviewed article will have a lengthy list of sources used by the author. |
| Submission guidelines | Somewhere on the journal’s homepage will be a link for submitting an article for review. You may have to dig around a little! |
| Journal publisher | Is the journal published by a scholarly society? A university press? |
ACTIVITY: Summing Up Module 2
Pick the correct statement.
Key Takeaway
Information creation is a process that results in a variety of formats and delivery modes, each having a different value in a given context.
Well done! You have completed the text and activity portion of Part 2 Recognizing Types of Information. You are welcome to review any part of this module at any time.
Source:
Video: “Recognize Types of Information” by KPU Library is licensed under CC0.
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{
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https://kpu.pressbooks.pub/doingresearch/chapter/keywords/
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13 Strategy #1: Start with Just the Keywords
The first strategy in effective research is to start with a basic keyword search of your topic. Keep the focus on just the main concepts, or keywords, of your question. Typing a complete sentence or question into a search box, whether you are in Google or one of the library’s research tools, will not give you as comprehensive or relevant results as just entering the two or three keywords that best reflect your question.
See what happens when you enter your search question, in natural language, directly into the library’s Summon search:
The question is “Should vaccinations be mandatory for school-aged children?”
(Click on the thumbnail for a larger view. Use the back button in your browser to return to the page.)
Only a little over 1,000 results come back, which is not as many as you might expect considering that Summon searches everything the library has in its collection. Furthermore, the results are rather evenly split between journal articles and books.
Now, repeat the search again, but with just the keywords that are central to the question you are researching. Removing the non-essential words in the question would leave you with something like this:
“Should vaccinations be mandatory for school-aged children?”
The search below was done using mandatory vaccinations children.
(Click on the thumbnail for a larger view. Use the back button in your browser to return to the page.)
This search results in over 15,000 items, with many more journal articles. That’s because in the first search, Summon is looking for items in which ALL of the words of the search query are present. In the second search, only those three terms need to occur in the results. Furthermore, the words left out of the question are not essential to the overall strategy of the query.
Note that other keywords, such as immunization, are also used in the results.
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"title": "Doing Research",
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"institution": "",
"subject": "Information retrieval and access"
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https://kpu.pressbooks.pub/doingresearch/chapter/check-your-bias/
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14 Check your Bias
When thinking about researching your topic, be aware of confirmation bias, the tendency that most of us have to look for information that supports what we already believe to be true. This bias can lead us to ignore evidence or information that contradicts our own assumptions and to perhaps even make inferences about causal relationships where there may not be any. Confirmation bias is especially significant in highly-contested, hot-button issues that we feel strongly about. It may also be amplified by the sources we choose to get our news from.
When turning to Google or a library database for information, it is important to frame your questions objectively and without bias so that your search results are not merely confirming what you already believe to be true. Avoid any search words which may lead to a bias in the results; negative, positive, benefits, harms, and so on, could skew results in favour of one side or perspective.
And even the words themselves you choose can be inherently biased. Consider the difference between anti-vax and vaccine hesitant, similar terms that correspond to two very different groups of people. Searching with one or the other will bring you different results.
Remember, you are searching for a balanced treatment of the topic.
Activity: Examine the first few search results
Click the purple question marks in the following screenshot to examine the first few search results from the question: “Why the minimum wage should not be raised.”
(Expand to fullscreen if you need to; use the ESC to exit.)
A better search would be minimum wage AND unemployment or any other concept you wish to investigate in relation to minimum wage, for example, poverty or families. You should see a mixed set of results coming from mainstream media and organizations from across the political spectrum.
Source
Confirmation bias by Wikipedia, The Free Encyclopedia is licensed under CC BY-SA 3.0.
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"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
}
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https://kpu.pressbooks.pub/doingresearch/chapter/searching-the-librarys-collection/
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15 Searching the Library’s Collection using Summon
Most library’s now employ what is called a discovery layer. You might think of this as a search engine for the library’s entire collection. At KPU Library, our discovery layer is called Summon, and you have probably already used it if you’ve done any research at all.
Summon is a great place to start your research. Using a few well-chosen keywords will bring back thousands of results, and then you will need to use various tools to narrow your search to more precise and relevant results.
ACTIVITY: Watch, think and learn
The following short video demonstrates the Summon search interface.
REVIEW: What are some key features of Summon?
Source:
Video: “Summon Search” is by KPU Library.
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"author": "Celia Brinkerhoff",
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https://kpu.pressbooks.pub/doingresearch/chapter/results/
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16 Strategy #2: Examine your Results
In the previous section we looked at search results using the library’s Summon search tool and found a range of items coming from scholarly journal articles, books and ebooks, newspapers, and more.
If you were to examine just a few of the top results, you would quickly see related and more specific terms that might help in subsequent searches. For example, vaccine exemption and vaccine hesitancy provide slightly different perspectives on the topic and correspond to different disciplinary approaches. Articles about vaccine exemption would examine the issue from a legal perspective (an individual’s right vs. population health). Articles about vaccine hesitancy might examine the issue from a philosophical or psychological perspective (opinions, trust in government, or misinformation). Similarly, you might find additional synonyms or alternate terms (immunization, herd immunity) that will help make your searches more complete.
As a researcher, asking yourself how these narrower and alternate terms relate to what you want to find out will be an important part of your search strategy.
Tip: Results Ranked by Relevance
Summon and most of the library’s databases will return search results ranked in order of relevance. After performing a search, always examine closely the top few items for more precise search terms, synonyms, or other related pieces that you might add to the next search.
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https://kpu.pressbooks.pub/doingresearch/chapter/creating-a-search-statement/
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17 Creating a Search Statement
Once you have identified the important key words and any related or similar terms that describe your research question, it is useful to understand a bit about how to combine them in order to get a relevant and focussed set of results. Both Summon and most library databases allow for a set of operators, or specific words and symbols, that indicate how you want your search to be run. This is sometimes known as a search statement.
Employing even just one or two of these operators will vastly improve you results beyond just merely throwing in one or two keywords.
Boolean operators
| AND | OR | NOT |
| Using AND will narrow your search results by combining all the keywords and phrases in your search statement. The more words you combine with AND, the fewer results you will find. | Using OR will broaden your search results by retrieving sources that contain at least one term. This operator is useful when there are alternative or related terms you need to use in your search. The more words you combine with OR, the larger the number of results you will find. | Using NOT will narrow your search results by retrieving search results that contain a particular keyword but not the other(s). NOT excludes the search term directly following it. |
| example: children AND poverty
All results must contain both the words children and poverty. |
example: wage OR income
Results will contain either or both of the terms. |
example: dance NOT ballet
All results will contain the term dance, but not the term ballet. |
Phrase searching
To find an exact phrase use quotation marks to exclude results that do not contain the exact phrase. For example, using quotation marks around “social media” will find results containing the exact phrase (the words social and media next to each other). Without quotation marks, the database finds the word social and the word media separately, and you will get search results about social relationships portrayed in media, and other unrelated topics.
This is also useful when searching for an author’s name (e.g. “George Orwell”), and article, book or film titles, (e.g. “Brave New World”).
Parentheses and nesting
Use parentheses or brackets to group keywords joined by OR, in order to include synonyms or related terms. The database will search for what is grouped inside the parentheses first.
Example: (young adults OR adolescents) AND gaming
By using parentheses, you can ask a search engine to perform several Boolean searches at the same time. It will first perform the search enclosed in parentheses before moving on to the other search terms. This is called nesting.
Example: (obesity OR overweight) AND (young adults OR adolescents) AND women
Truncation and wildcards
Broaden your search results by using a truncation symbol that allows you to search for alternate word endings. The asterisk * is the most common symbol, but check the help option in a database to see which symbol to use.
Example: searching for statistic* will return results with the following words: statistic, statistics, statistical
Wildcards also increase your search results by including words with different spellings. Wildcard symbols vary by database so check the help option to see which one to use.
Example: searching for wom?n will return results for woman or women. Searching for labo?r will return results for both labor or labour
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https://kpu.pressbooks.pub/doingresearch/chapter/move-to-a-database/
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18 Move to a Database
Moving your research over to one of the library’s databases will bring a more focussed set of results.
Our earlier keyword search showed us that vaccine hesitancy might be a useful concept for finding information about what motivates some people to refuse vaccinations for their children. Doing a search with the term “vaccine hesitancy” in Academic Search Complete, the library’s largest multi-disciplinary database, yields the following results.
(Click on the thumbnail for a larger view. Use your browser back button when finished).
The majority of articles using the term “vaccine hesitancy” come from academic journals, indicating that it is a concept or term used by researchers or scholars in a variety of fields, but not so much in the popular or mainstream press. A close look at the subject terms also provides an indication of how the results are focussed: some will concentrate on public health, others on parental attitudes, and others on immunization more generally. This kind of strategy tells you how the issue is approached by different perspectives, and what might be most relevant for your own research.
See this page for a list of article databases the library subscribes to.
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https://kpu.pressbooks.pub/doingresearch/chapter/using-academic-search-complete/
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19 Using Academic Search Complete
The Library subscribes to more than 200 databases. Some of these are subject specific, and some are multi-disciplinary. Over time you will learn to use those databases most relevant to your field of study, but a good place to explore how you can search with more precision for academic and peer reviewed articles, is with a large database such as Academic Search Complete. You will be searching the contents of over 6,000 journal titles, and using the powerful tools within the database to refine your results.
ACTIVITY: Watch, Listen, and Learn
New to database searching? Watch this short KPU Library video on how to build a search, and the tools that will help you manage your results.
SUMMARIZE: Review the key features of Academic Search Complete database
Source
Video: “Using Academic Search Complete” is by KPU Library.
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https://kpu.pressbooks.pub/doingresearch/chapter/try-the-library-catalogue/
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20 Use the Library Catalogue
A search of the library catalogue will yield books/ebooks, as well as videos in the collection. Again, results are ranked by relevance. Examining the first few items in the list will give you further ideas for searching. You may find books whose entire contents will be useful to your search, or you may find edited works, with a single chapter relevant to your topic.
ACTIVITY: Watch, Listen, and Learn
The following brief video from KPU Library introduces you to searching the library catalogue, including using subject terms and filters.
You can access the library catalogue directly by selecting it from the library’s homepage, above the Summon search box.
ACTIVITY: Analyze the Details of a Book
The image below was taken from the catalogue record for a book on vaccines and children.
Click on the purple question marks to see what kind of information about an item is available in the catalogue. Use this to further inform your search.
(Use Fullscreen for an expanded view and your keyboard’s ESC button when finished.)
Source
Video: “Catalogue Search Strategies” by KPU Library is licensed under CC0.
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https://kpu.pressbooks.pub/doingresearch/chapter/filters/
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21 Strategy #3: Add Some Filters
An effective search strategy makes use of the specialized features within the library’s search tools to focus on the kinds of resources you need. Summon, library databases, and the catalogue have features called filters or limits that allow you to further refine your results list in a few ways.
Recall in the second module you were introduced to the idea that information comes in a variety of sources; part of your strategy should be to ensure you are getting the content you need. Does your assignment require that you use only certain kinds of sources? Is there a date restriction? Can you use a video?
Tip: Use a filter or limit
After an initial search, look for these tools to further refine your search
| What do you need? | Filter/Limit |
| Scholarly journal? book/e-book? newspaper article? video? | Content type or source |
| Recent? last 10 years? | Publication date |
| Focussed on a specific subject | Subject headings, discipline, or topic |
ACTIVITY: Selecting the Best Limits
Click on the arrows to answer the 4 questions below.
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"title": "Doing Research",
"author": "Celia Brinkerhoff",
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https://kpu.pressbooks.pub/doingresearch/chapter/citations/
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22 Strategy #4: Citation Tracking
A final strategy for finding more sources to support your writing is to examine the works cited by the authors of the sources you find.
Consider that scholarship is a conversation among researchers on a particular subject, with everyone offering evidence, theories, and criticism to advance what is known and what may not be known about a topic. Your task is to understand what connections are being made between these viewpoints, how you will integrate them in your own work, and what conclusions or advances you might be able to add.
In practical terms, as a researcher, this means paying attention to the reference lists or bibliographies of the works you find in your initial searching. This is known as citation tracking and is an important strategy to use to find additional resources.
There are a couple of ways to do this:
- Follow the authors and works mentioned in the introduction or literature review section of your first article
- Use the links that Summon, library databases, and sometimes Google Scholar provide to locate any articles that cite your article, as well as other recommended or related works. Look for: Cited By, Recommended, or Related articles
ACTIVITY: Click on the Hotspots
The image below is taken from the introduction of an article on populism, found in one of the library’s databases. Click on the purple question marks to view details from the article record.
(Use Fullscreen to expand and your keyboard’s Esc button when finished.)
Sources
Image: “Citation circle” adapted by author from original 905513.
Article: Moffitt, B., & Tormey, S. (2014). Rethinking populism: politics, mediatisation and political style. Political Studies, 62(2), 381–397. https://doi.org/10.1111/1467-9248.12032
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://kpu.pressbooks.pub/doingresearch/chapter/citations/",
"book_url": "https://kpu.pressbooks.pub/doingresearch/front-matter/introduction-2/",
"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
}
|
https://kpu.pressbooks.pub/doingresearch/chapter/library-research-tools-and-when-to-use-them/
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23 Library Research Tools and When to Use Them
Throughout this module, we have referred to various library research tools, but we have not discussed when to use them. Learning which tools to use at the various stages of your research is also another strategy for finding the sources best suited to your assignment, and will decrease the amount of time you spend looking.
(Click the tools below for an image of their search interfaces.)
| Tool | What’s in it? | When should I use it? |
| Summon | Everything the library has in its collection:
|
Start here when you are new to your topic or assignment. Summon is great for seeing the breadth of what is available on your subject. |
| Catalogue | Almost everything the library has in its collection, except articles
|
Use this when you know you are looking for a book or ebook, or when you are looking for a specific title. You will NOT find journal articles here. The catalogue does not have the full-text of items, but many books will have a table of contents. |
| Article Database | Specialized or multi-disciplinary
|
Use a database when you know you need peer reviewed journal content. Learn which databases are focussed on particular subjects. |
| Google Scholar |
|
While not technically a library tool, Google Scholar with its Library Links feature will bring you results from beyond the library’s collection as well as subscribed content. Ask us how to enable this feature. NEVER pay for articles! |
ACTIVITY: Which Research Tool is Best?
Pick which tool would best serve the research need. Click the arrow to answer the next question.
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pressbooks
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://kpu.pressbooks.pub/doingresearch/chapter/library-research-tools-and-when-to-use-them/",
"book_url": "https://kpu.pressbooks.pub/doingresearch/front-matter/introduction-2/",
"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
}
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https://kpu.pressbooks.pub/doingresearch/chapter/summing-up-part-3/
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24 Put all your strategies to work
ACTIVITY: Summing up Module 3
Pick the correct statements.
Key Takeaway
Research is a circular process that involves asking questions whose answers will lead to revised questions or new lines of inquiry.
Well done! You have completed the text and activity portion of Part 3 Developing your Search Strategy. You are welcome to review any part of this module at any time.
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://kpu.pressbooks.pub/doingresearch/chapter/summing-up-part-3/",
"book_url": "https://kpu.pressbooks.pub/doingresearch/front-matter/introduction-2/",
"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
}
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https://kpu.pressbooks.pub/doingresearch/chapter/checklists/
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25 Checklists
There are many checklists available to help guide you through this critical process of evaluating your sources; you may have heard of the CRA(A)P test, RADAR, Rate my Source, or something similar. All of these lists are really just devices to help novice researchers remember the criteria by which they should evaluate the information they find.
Beyond checking that your source satisfies some of the criteria suggested below, your search should also involve digging a little deeper. What can you learn from a Google search about the site, author, or publisher?
The following list is meant to be a starting point for you to develop your own internalized set of questions.
Click the arrows below.
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://kpu.pressbooks.pub/doingresearch/chapter/checklists/",
"book_url": "https://kpu.pressbooks.pub/doingresearch/front-matter/introduction-2/",
"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
}
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https://kpu.pressbooks.pub/doingresearch/chapter/question-authority/
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26 Question Authority
In terms of evaluating a source of information, the expertise or credibility of its author is extremely important. This is the case not only for your university assignments, but also your personal information needs; in general, we want to know that our sources are reliable and our information sound.
But this idea of authority can be complicated. Within the academic publishing world, determining someone’s expertise is somewhat straightforward in that advanced degrees, a publishing record, and an affiliation with an institution of higher learning or research are the conventional indicators of authority.
Outside of the scholarly community, there are other indicators of an author’s credibility; other communities may recognize authority or expertise by means of specific credentials or practical experience. For example, we generally rely on articles in the mainstream press because professional journalists are supposed to abide by a code of ethics and have a lengthy publishing record.
When it comes to verifying an author’s credibility within the scholarly literature, library research tools can help us to make a quick determination of authority. Recall that in the last module we looked at using the scholarly or peer reviewed limits in Summon and library databases to find results that are published in academic journals.
But looking a little more closely at the author and the journal, and perhaps doing some quick Google searching, can help us to make a better decision about the author’s expertise in a particular area. Having an advanced degree in theoretical physics does not necessarily make someone an expert in evolutionary biology.
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pressbooks
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2025-03-22T05:09:25.462491
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://kpu.pressbooks.pub/doingresearch/chapter/question-authority/",
"book_url": "https://kpu.pressbooks.pub/doingresearch/front-matter/introduction-2/",
"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
}
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https://kpu.pressbooks.pub/doingresearch/chapter/check-out-the-author/
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27 Who is the author?
ACTIVITY: Check the Authors
Take a look at the following record for an article from the library’s Academic Search Complete database. Click on the purple question marks to see how an article record can provide you with clues as to the authors’ credibility.
(Use Fullscreen to expand and your keyboard’s Esc button when finished.)
Tip: Go one step further
Going a step further to search for your author on Google Scholar will lead to their publication record. What else have they written?
You might also do a quick Google search for the journal’s homepage. Look for author submission guidelines where a peer review process should be described, as well as the scope and aim of the journal.
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://kpu.pressbooks.pub/doingresearch/chapter/check-out-the-author/",
"book_url": "https://kpu.pressbooks.pub/doingresearch/front-matter/introduction-2/",
"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
}
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https://kpu.pressbooks.pub/doingresearch/chapter/context-matters/
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28 Consider Currency
To evaluate the currency of your information source, you will first need to know the requirements of your assignment. You may be able to use older sources, or you may need to look for current information. Currency is also somewhat discipline or topic dependent; research in history or literature may involve using sources older than 10 years but in the sciences and technology, up-to-date information can be extremely important.
And sometimes, our research may involve examining a change in thinking or perspective over time, in which case you may need a variety of sources spanning a certain period.
Learn to ask the following kinds of questions:
- What is the publication or copyright date?
- Is it a reprint of a previous work? a new edition or revision?
- Is there newer information available on the topic?
- How might ideas and perspectives have changed since the work was published?
ACTIVITY: Decide Whether the Following Sources are Current Enough for the Topic
Chose the correct answer. Click the arrow to answer all 3 questions. (Maximize the image by clicking the plus +.)
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2025-03-22T05:09:25.483540
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://kpu.pressbooks.pub/doingresearch/chapter/context-matters/",
"book_url": "https://kpu.pressbooks.pub/doingresearch/front-matter/introduction-2/",
"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
}
|
https://kpu.pressbooks.pub/doingresearch/chapter/check-for-purpose-and-accuracy/
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29 Check for Purpose and Accuracy
Making some judgment as to the purpose of your source will also help you determine whether the information it contains is accurate. Asking why something has been published, what overall purpose its author had in creating and sharing it, is part of the critical assessment you will need to do in order to decide whether you should use it for your research.
For peer reviewed journal articles, books published by scholarly or professional publishers, government reports, and stories from mainstream news outlets, you can be fairly confident that the purpose behind such publications is to provide unbiased information or to contribute to knowledge about a certain topic. A large part of a formal review process includes careful fact-checking by the reviewers.
But evaluating sources from your Google search requires close scrutiny. Ask why a website exists. Are the authors or creators likely to be using unbiased information? Might they be motivated to spread inaccuracies or misinformation? What evidence do they use to support their claims?
ACTIVITY: Watch, Think, and Learn
Take a few minutes to watch this short video from KPU Library on how to evaluate sources. Think about the techniques used to determine the underlying purpose and potential bias of a website.
Source
Video: “Evaluating Sources” by KPU Library is licensed under CC0.
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pressbooks
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2025-03-22T05:09:25.493399
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://kpu.pressbooks.pub/doingresearch/chapter/check-for-purpose-and-accuracy/",
"book_url": "https://kpu.pressbooks.pub/doingresearch/front-matter/introduction-2/",
"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
}
|
https://kpu.pressbooks.pub/doingresearch/chapter/beyond-checklists/
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30 Beyond Checklists: The SIFT Method
So far we’ve looked at ways to evaluate sources of information according to some fairly simple criteria. Now it’s time to dig a little deeper and learn to ask questions about a source that can help you quickly decide whether to trust it or move on to find something better.
What follows is an adaptation of the SIFT (The Four Moves) method, a strategy for making a quick assessment as to whether or not a source of information is reliable and worthy of your attention. This method was developed to teach college students a shorter version of what experienced fact-checkers regularly do when confronted with news sources that are unfamiliar.
Move #1: STOP
The first thing to do when looking at a source of information is to STOP. Take a brief pause and ask yourself what you already know about the author, publication or website. Are they familiar to you? Do you already know them to be a reliable source?
ACTIVITY: Do you know these sites?
You are researching the topic of whether municipalities should add fluoride to public drinking water. The screenshot below shows a snip of some of the top results for this search. Most of the sites, or at least their domains, should be easily recognizable: Harvard School of Public Health (.edu) and the Centres for Disease Control (.gov).
Even if you do not recognize HealthLinkBC, a simple click on the link [link opens in a new tab], would indicate that it is part of the BC Ministry of Health (.gov.bc.ca).
(Click on the image to enlarge it. Use your browser’s back button to return to this page.)
If you are confident that your sources are known to be reliable, you don’t need to go any further. But if you are not familiar with an author or site, consider using the next 3 moves.
Move #2: INVESTIGATE THE SOURCE
Exploring the source means finding out whatever you can about its author, publisher, sponsoring organizations and partners and so on, before you spend too much time reading it. Knowing the context of a source will help you to be aware of any potential biases, hidden agendas or purposes, and even misinformation.
A key part of this move is to use something that digital literacy experts call “lateral reading“. Making a habit of reading through various external sources about your source will help you assess its credibility and appropriateness for your research. This involves getting off the page, opening up a new tab (or three!) and investigating the source itself. In their initial stages of information gathering, fact-checkers frequently use this strategy, investing some time in reading about the site up front, before turning their attention to the content.
ACTIVITY: What can you determine about this site?
The previous search on fluoride and public drinking water also led to this result, a story on the website Natural News. (Link opens in a new tab. Keep it open to answer some questions about the site.)
Never heard of Natural News? Now is the time to investigate this source!
Open a new tab or window and do a quick Google search for the website or the owner’s name. (You can find his name on the About page of the website.) Scan the first few results. How is the website or its owner regarded by other sources, namely the mainstream press and Wikipedia?
Open another tab and do a quick search for the topic fluoride and drinking water. Notice that the Water Fluoridation page on Wikipedia includes a link to controversy surrounding this topic. Go one step further and open the Talk page for this article. What do the comments from Wikipedia editors indicate?
Head back to the Natural News story. What might the heavy presence of advertisements for various alternative and natural health products suggest about the purpose of this site?
Move #3 FIND BETTER COVERAGE
Investing a bit of time up front in order to determine the quality of a site will pay off. Look around for better coverage of your topic, whether this means re-wording your initial search or following the references of other sites. What you are aiming for is an understanding of the context of a topic and who the credible authors and organizations are that can provide consensus and agreement.
Remember, you are not obligated to stay with any specific source. Keep looking, and you will find something better.
ACTIVITY: Can you find a better source?
It is beyond the scope of this section to provide all the tips for better searching in Google, but there is one strategy you might consider using for our water fluoridation topic: the site or domain limit in Advanced Google search. For this subject, it might be appropriate to consider searching educational sites or perhaps Canadian governmental sites, which would include information from scientists and public health professionals.
Going back to Google and trying a new search for water fluoridation, see what happens when you limit the search to the domain .edu or .ca.
Click the images below to see the results list. Where are the majority of sites coming from?
Move #4 TRACE CLAIMS QUOTES AND MEDIA TO THE ORIGINAL CONTEXT
Much of what we find online comes to us out of context and sometimes could be a misrepresentation of original stories, reports or findings, either intentional or by mistake. If the source you are considering claims justification through citing research or referring to an earlier source, go one step further and trace back to the original. Did the source get it right? Have they distorted findings or only partially considered what was reported?
ACTIVITY: Find the original source
Our earlier Natural News story included a reference to an article published in the journal Environmental Health. However, rather than linking out to the scientific article, the author of the story instead points to other Natural News pieces on the topic, making it difficult for the reader to assess the accuracy of the claim and ultimately casting doubt about the trustworthiness of this site.
Checking for the original article using the library’s Summon search, you can see for yourself that the authors conclude that any association between levels of fluoridation and ADHD warrants further study. A Google search of the article shows several leading scientific journals point out methodological flaws of the study and caution against making causal connections.
Making use of one or more of these strategies will ultimately lead you to better information.
Sources
Text and graphic adapted from SIFT (The Four Moves) by Mike Caulfield is licensed under CC BY 4.0.
Text adapted from Teaching Lateral Reading by Stanford History Education Group is licensed under CC BY-NC-ND 4.0.
“Water Fluoridation Found to Increase Hypthyroidism Risk by 30%” (2018) from Natural News.
“Water Fluoridation” by Wikipedia is licensed under CC BY-SA 3.0.
Article: Malin, A. J., & Till, C. (2015). Exposure to fluoridated water and attention deficit hyperactivity disorder prevalence among children and adolescents in the United States: an ecological association. Environmental Health : A Global Access Science Source, 14, 17 https://ehjournal.biomedcentral.com/articles/10.1186/s12940-015-0003-1.
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pressbooks
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2025-03-22T05:09:25.509943
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12-22-2022
|
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"url": "https://kpu.pressbooks.pub/doingresearch/chapter/beyond-checklists/",
"book_url": "https://kpu.pressbooks.pub/doingresearch/front-matter/introduction-2/",
"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
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