Veronica Johansson, PhD, is a researcher and lecturer at the Swedish School of Library and Information Science (SSLIS) at the University of Borås. Her area of teaching mainly concerns information policy issues in the digitised information landscape, in particular personal integrity related to technological development and privacy laws and regulations. Other areas of teaching include issues concerning critical information literacy, visualisation, interaction design, and qualitative data production methods such as interviews, observations, and participant inquiry.
In her research, Veronica aims to explore in particular the range and meanings of critically informed information practices - the so called critical literacies - that can be found among users that work and interact with information resources in the form of data visualisations. In order to address this research interest, qualitative methods in the form of participant observations and contextual inquiry are used. A broad variation in the types of users, contexts and aims as well as the types of data and ways to visually represent them (e.g. geographic visualisations, time series animations etc) is also pursued. For her explanatory framework, Veronica works with a combination of theories from the sociocultural perspective and science and technology studies.
Between January 2013 and August 2015 Veronica is on parental leave, but from January 2015 onwards she is back to work part time and is contactable in all the ordinary ways.
In her dissertation, published in December 2012 (see publication list below), Veronica conducts two case studies in which different types of users interact with different types of data visualisation tools. One case is centered on how a geographic information system (MapInfo) is used for analysing and preventing traffic accidents in the city of Gothenburg. The other case is centred on how a dynamic time series animating chart (Trendalyzer) is used for analysing and spreading knowledge about the world’s development in the settings of a state funded development cooperation agency, a free-standing foundation and a national sub-division to the United Nation’s development program.
In 2013-2014, Veronica has also been involved in a project funded by Internetfonden .SE, entitled Omvärld.se - fördjupad samhällsförståelse med interaktiva visualiseringar i gymnasieskolan (”The surrounding world - deeper understanding through the use of interactive visualisations in upper secondary school”). In this project, Veronica and an interaction designer, Simon Winter, worked with teachers at a Swedish upper secondary school to help them develop and use data and visualisations as learning and pedagogic resources in the subjects geography and social science. The website of the project can be found here: http://www.omvärld.se/ Work on analyzing data and writing a scientific article on teacher and student experiences and practices in interacting with data and visualisations is currently underway.
Johansson, Veronica (2015). ”Bortom källkritik i nya informationslandskap.” [Beyond Source Criticism in New Information Landscapes]. In Bilder av bildning [Ideas of ’Bildung’]. Wockatz, K., Ed. Göteborg: Västarvet & Kultur i Väst. [In print].
Johansson, Veronica (2014). ”Biblioteken och ’den nya oljan’: data och visualiseringar.” [Libraries and ’the New Oil’: Data and Visualisations]. In Medie- och informationskunnighet: en forskningsantologi [Media and Information Literacy: A Research Anthology]. Rivano Eckerdal, J. & Sundin, O., Eds. Stockholm: Svensk Biblioteksförening. 77-90. Also available as: http://www.biblioteksforeningen.org/wp-content/uploads/2014/04/MIK-UTSKRIFT.pdf
Johansson, Veronica (2012). A Time and Place for Everything? Social Visualisation Tools and Critical Literacies. (Doctoral Dissertation). Skrifter från Valfrid, no. 52. Borås: The Swedish School of Library and Information Science, the University of Borås.
Also available as: http://hdl.handle.net/2320/11462
Johansson, Veronica (2009). "Berättelser i gränssnittet: Kritiska kompetenser och interaktiva informationsresurser." [Stories in the Interface: Critical Competencies and Interactive Information Resources]. I Informationskompetenser: Om lärande i informationspraktiker och informationssökning i lärandepraktiker. [Information Literacies: On Learning in Information Practices and Information Seeking in Learning Practices]. Hedman, J. & Lundh, A. Red. (Ingår i serie: Lärande & IT, vol. 1). 235-267. Stockholm: Carlssons.
Ph.D, lecturer
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