Editors’ Summary: This article shares a mathematics professor’s experience in teaching students how to read graphs. The article discusses important topics like motivated skepticism that, although this article applies them to students’ interpretation of graphs and graph literacy, are applicable to digital literacy, too. The author presents a pedagogical question regarding how, despite us knowing that numbers themselves are never neutral, we forget that readers are not neutral, either. For DH practitioners, this article is the most helpful for those engaging in DH in pedagogy and digital literacy.
Editors’ Choice: We Taught Students to Read Graphs, but We Forgot to Teach Them to Question Themselves
