Patterns of distributive environmental inequity under different PM2.5 air pollution scenarios for Salt Lake County public schools.

Previous studies have cataloged social disparities in air pollution exposure in US public schools with respect to race/ethnicity and socioeconomic status. These studies rely upon chronic, averaged measures of air pollution, which fosters a static conception of exposure disparities. This paper examines PM2.5 exposure disparities in Salt Lake County (SLC), Utah public schools under three different PM2.5 scenarios-relatively clean air, a moderate winter persistent cold air pool (PCAP), and a major winter PCAP-with respect to race/ethnicity, economic deprivation, student age, and school type. We pair demographic data for SLC schools (n = 174) with modelled PM2.5 values, obtained from a distributed network of sensors placed through a community-university partnership. Results from generalized estimating equations controlling for school district clustering and other covariates reveal that patterns of social inequality vary under different PM2.5 pollution scenarios. Charter schools and schools serving economically deprived students experienced disproportionate exposure during relatively clean air and moderate PM2.5 PCAP conditions, but those inequalities attenuated under major PCAP conditions. Schools with higher proportions of racial/ethnic minority students were unequally exposed under all PM2.5 pollution scenarios, reflecting the robustness of racial/ethnic disparities in exposure. The findings speak to the need for policy changes to protect school-aged children from environmental harm in SLC and elsewhere.

Exploring the Personal Informatics Analysis Gap: "There's a Lot of Bacon".

Personal informatics research helps people track personal data for the purposes of self-reflection and gaining self-knowledge. This field, however, has predominantly focused on the data collection and insight-generation elements of self-tracking, with less attention paid to flexible data analysis. As a result, this inattention has led to inflexible analytic pipelines that do not reflect or support the diverse ways people want to engage with their data. This paper contributes a review of personal informatics and visualization research literature to expose a gap in our knowledge for designing flexible tools that assist people engaging with and analyzing personal data in personal contexts, what we call the personal informatics analysis gap. We explore this gap through a multistage longitudinal study on how asthmatics engage with personal air quality data, and we report how participants: were motivated by broad and diverse goals; exhibited patterns in the way they explored their data; engaged with their data in playful ways; discovered new insights through serendipitous exploration; and were reluctant to use analysis tools on their own. These results present new opportunities for visual analysis research and suggest the need for fundamental shifts in how and what we design when supporting personal data analysis.

An Exploratory Study of Word-Scale Graphics in Data-Rich Text Documents.

We contribute an investigation of the design and function of word-scale graphics and visualizations embedded in text documents. Word-scale graphics include both data-driven representations such as word-scale visualizations and sparklines, and non-data-driven visual marks. Their design, function, and use has so far received little research attention. We present the results of an open ended exploratory study with nine graphic designers. The study resulted in a rich collection of different types of graphics, data provenance, and relationships between text, graphics, and data. Based on this corpus, we present a systematic overview of word-scale graphic designs, and examine how designers used them. We also discuss the designers' goals in creating their graphics, and characterize how they used word-scale graphics to visualize data, add emphasis, and create alternative narratives. Building on these examples, we discuss implications for the design of authoring tools for word-scale graphics and visualizations, and explore how new authoring environments could make it easier for designers to integrate them into documents.

Understanding Digital Note-Taking Practice for Visualization.

We present results and design implications from a study of digital note-taking practice to examine how visualization can support revisitation, reflection, and collaboration around notes. As digital notebooks become common forms of external memory, keeping track of volumes of content is increasingly difficult. Information visualization tools can help give note-takers an overview of their content and allow them to explore diverse sets of notes, find and organize related content, and compare their notes with their collaborators. To ground the design of such tools, we conducted a detailed mixed-methods study of digital note-taking practice. We identify a variety of different editing, organization, and sharing methods used by digital note-takers, many of which result in notes becoming "lost in the pile''. These findings form the basis for our design considerations that examine how visualization can support the revisitation, organization, and sharing of digital notes.

Exploring the Placement and Design of Word-Scale Visualizations.

We present an exploration and a design space that characterize the usage and placement of word-scale visualizations within text documents. Word-scale visualizations are a more general version of sparklines--small, word-sized data graphics that allow meta-information to be visually presented in-line with document text. In accordance with Edward Tufte's definition, sparklines are traditionally placed directly before or after words in the text. We describe alternative placements that permit a wider range of word-scale graphics and more flexible integration with text layouts. These alternative placements include positioning visualizations between lines, within additional vertical and horizontal space in the document, and as interactive overlays on top of the text. Each strategy changes the dimensions of the space available to display the visualizations, as well as the degree to which the text must be adjusted or reflowed to accommodate them. We provide an illustrated design space of placement options for word-scale visualizations and identify six important variables that control the placement of the graphics and the level of disruption of the source text. We also contribute a quantitative analysis that highlights the effect of different placements on readability and text disruption. Finally, we use this analysis to propose guidelines to support the design and placement of word-scale visualizations.