Li, YixuanEndert, AlexRoberts, JessicaAurisano, JillianLaramee, Robert S.Nobre, Carolina2025-05-262025-05-262025978-3-03868-273-8https://doi.org/10.2312/eved.20251023https://diglib.eg.org/handle/10.2312/eved20251023Data visualization literacy is essential for K-12 students, yet existing practices emphasize interpreting pre-made visualizations rather than creating them. To address this, we developed the DPV (Domain, Purpose, Visual) framework, which guides middle school students through the visualization design process. The framework simplifies design into three stages: understanding the problem domain, specifying the communication purpose, and translating data into effective visuals. Implemented in a twoweek summer camp as a usage scenario, the DPV framework enabled students to create visualizations addressing community issues. Evaluation of student artifacts, focus group interviews, and surveys demonstrated its effectiveness in enhancing students' design skills and understanding of visualization concepts. This work highlights the DPV framework's potential to foster data visualization literacy for K-12 education and broaden participation in the data visualization community.Attribution 4.0 International LicenseCCS Concepts: Human-centered computing → Visualization design and evaluation methods; Empirical studies in visualizationHuman centered computing computing → Visualization design and evaluation methodsEmpirical studies in visualization10.2312/eved.202510239 pages