Abstract

The visualization strategy of small multiples (Tufte, 1983, 1990, 1997) is not merely the clever or ordered arrangement of similar and personable images; small multiples—purposeful compositions of similarly sized, repeated illustrations—contain a great deal more than the sum of their respective parts. The purpose of this study is to define a set of objectives and guiding tactics for using small multiples in the visual language of instructional designs. This study aims to (1) compile a targeted literature review cataloging the historical treatment of small multiples and their pedagogical and cognitive virtues and (2) analyze examples of small multiples usage in visual design artifacts to determine efficacious and expansive applications of this technique.

Degree

MS

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2012-03-16

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd5129

Keywords

small multiples, Edward Tufte, instructional design, cognition, illustrations, visual representation, visual design, objectives, guiding tactics

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