Source: Lauren. “The 34 Best Interactive Data Visualizations from the New York Times.” Dolphins, February 28, 2018. https://getdolphins.com/blog/interactive-data-visualizations-new-york-times/

“…the digital medium [interactive data visualizations] has allowed them to elevate their [NYT] storytelling with viz that compels, engages and helps tell a story that goes far beyond words or pictures…”

 Lauren. “The 34 Best Interactive Data Visualizations from the New York Times.” Dolphins, February 28, 2018. https://getdolphins.com/blog/interactive-data-visualizations-new-york-times/
  • As future teacher historians, it’s important that we can explain historical topics in different ways, accommodating all types of learners. One of these styles is visual and interactive learning. Moving history into a more online and accessible place, giving students a clear way to both understand the information given, while also being able to engage and understand it necessary. The quote above helps represent the major themes of this week by explaining the importance of data visualizations and what they do for an audience. In Lauren’s article “The 34 Best Interactive Data Visualizations from the New York Times”, the author gives visual examples and explanations of different types of successful data visualizations. Most importantly, how these visualizations keep the New York Times successful. Being able to successfully explain and describe historical topics in a visual format allows for more interaction and engagement in the classroom, thus boosting students understanding.

Source: Anna Flagg, “The Myth of the Criminal Immigrant,” New York Times, March 30, 2018. https://www.nytimes.com/interactive/2018/03/30/upshot/crime-immigration-myth.html

“…the foreign-born data, which is collected through the census, most likely undercounts the numbers of undocumented immigrants, many of whom might wish to avoid the risk of identifying themselves…”

Anna Flagg, “The Myth of the Criminal Immigrant,” New York Times, March 30, 2018. https://www.nytimes.com/interactive/2018/03/30/upshot/crime-immigration-myth.html
  • In Anna Flagg’s “The Myth of the Criminal Immigrant”, Flagg explains the relationship between the number of immigrants in the US from 1980 to the number of violent crimes since 1980. Most importantly, the article relays the usage of multiple interactive maps, laying out different US locations and their relationship with the number of immigrants and violent crimes. The interactive graphs and analysis, help the reader gain and interact with the data collected, helping them visually understand the lack of connection between the two. The quote above stood out to me because it made me wonder if the NYT decided to purposely use data that underrepresented undocumented immigrants on purpose. Although explaining how many undocumented immigrants might try to be avoiding the data, caused me to question how one can create an unbiased graph or chart, or how could one use the same chart in an opposing favor? Although strictly providing data, the article, in my opinion, and observation, seems to provide an example of how certain types of charts can be used a one’s favor.

Source: Edward Tufte, Visual Explanations: Images and Quantities, Evidence and Narrative, Cheshire, CT: Graphics Press, 1997, pp. 27-37. https://thnm.rwanysibaja.com/wp-content/uploads/2021/02/W5-Tufte-VE.pdf

“…sometimes it can be difficult for researchers who both report and advocate their findings- to face up to threats to their conclusions, such as alternative explanations and contrary cases, (…) the point is to get it right, not to win the case, not to sweep under the rug all the assorted puzzles and inconsistencies that frequently occur in collections of data…”

Edward Tufte, Visual Explanations: Images and Quantities, Evidence and Narrative, Cheshire, CT: Graphics Press, 1997, pp. 27-37. https://thnm.rwanysibaja.com/wp-content/uploads/2021/02/W5-Tufte-VE.pdf
  • In Edward Tufte’s Visual Explanations: Displays of Evidence for Making Decisions, Tufte explores certain topics in history and explores which options would best suit the descriptional storytelling of them. In the quote above, Tufte explains how when exploring visual data options to understand a recognize biases and alternative explanations. Understanding and having data visualization illiteracy can be a common thing. Making sure that your graph or visual is clear cut, while also recognizing its potential flaws, will better help one present and viewers to understand the information presented. Although I have been presented with opposing views and explanations in more lecture-based understandings of history, I had not thought about the same interpretation from a more visual standpoint. The most raised point is that when creating such charts or visuals, one much try to include multiple perspectives as well, being actual to what actual “data” occurred.

As we research and gain more tools for being able to visually explain history with technology, online sources such as charts create a great starting playground on concepts for both students and adults alike.