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Fostering data visualization literacy (DVL) as part of childhood educationcould lead to a more data literate society. However, most work in DVL forchildren relies on a more formal educational context (i.e., a teacher-ledapproach) that limits children's engagement with data to classroom-basedenvironments and, consequently, children's ability to ask questions about andexplore data on topics they find personally meaningful. We explore how acuriosity-driven, child-led approach can provide more agency to children whenthey are authoring data visualizations. This paper explores how informallearning with crafting physicalizations through play and curiosity may fosterincreased literacy and engagement with data. Employing a constructionistapproach, we designed a do-it-yourself toolkit made out of everyday materials(e.g., paper, cardboard, mirrors) that enables children to create, customize,and personalize three different interactive visualizations (bar, line, pie). Weused the toolkit as a design probe in a series of in-person workshops with 5children (6 to 11-year-olds) and interviews with 5 educators. Our observationsreveal that the toolkit helped children creatively engage and interact withvisualizations. Children with prior knowledge of data visualization reportedthe toolkit serving as more of an authoring tool that they envision using intheir daily lives, while children with little to no experience found thetoolkit as an engaging introduction to data visualization. Our studydemonstrates the potential of using the constructionist approach to cultivatechildren's DVL through curiosity and play.

Cultivating Visualization Literacy for Children Through Curiosity and Play