COURSE

Increasing engagement around

data and statistics
Module 4: Producing engaging statistics

Index
1. Introduction and learning objectives ................................................................................................. 2

2. Lesson 1: Data storytelling ................................................................................................................ 3

2.1. What is data storytelling? ................................................................................................................ 3

2.2. How to communicate statistics ...................................................................................................... 5
2.3. Developing data stories ................................................................................................................... 6
2.4. Neutrality in storytelling ................................................................................................................... 7
2.5. User preferences .............................................................................................................................. 8
2.6. Presenting data without interpretation ........................................................................................... 9
3. Lesson 2: Writing about statistics in an engaging way .................................................................... 10

3.1. General motto ................................................................................................................................. 10

3.2. Inverted pyramid structure ............................................................................................................ 11
3.3. Developing key messages ............................................................................................................. 11
3.4. Preparing headlines and titles ....................................................................................................... 12
3.5. Writing about the statistics ........................................................................................................... 14
3.6. Writing the text ............................................................................................................................... 14
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

3.7. Communicating on social media .................................................................................................. 16

3.8. Communicating on social media: live streaming ......................................................................... 18
3.9. Measuring progress on social media............................................................................................ 19
4. Lesson 3: Presenting data in graphs and tables .............................................................................. 21

4.1. User friendly charts and tables...................................................................................................... 21

4.2. Why to use charts and how to choose them ................................................................................ 22
4.3. General practices for charts .......................................................................................................... 23
4.4. Bar charts ....................................................................................................................................... 24
4.5. Line charts ...................................................................................................................................... 28
4.6. Example of population pyramid .................................................................................................... 32
4.7. Tables ............................................................................................................................................. 33
4.8. Best practices for tables ................................................................................................................ 36
5. Lesson 4: Infographics and other data visualizations ...................................................................... 37

5.1. What is an infographic? ................................................................................................................. 37

5.2. Why create infographics for user engagement ............................................................................ 39
5.3. Developing a good infographic ..................................................................................................... 39
5.4. Good and bad practices for infographics ..................................................................................... 40
5.5. Process for developing an infographic ......................................................................................... 42
5.6. Reviewing infographics .................................................................................................................. 43
5.7. The last steps of the project .......................................................................................................... 45
6. Summary......................................................................................................................................... 46

7. Final quiz ........................................................................................................................................ 48

8. Finishing the project: Claire............................................................................................................. 50

9. Finishing the project: Mùchén ......................................................................................................... 51

10. Finishing the project: NSO ............................................................................................................. 52

11. Glossary ........................................................................................................................................ 53

12. Resources ..................................................................................................................................... 54

13. Solutions ....................................................................................................................................... 55

14. Annex............................................................................................................................................ 67

1
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

1. Introduction and learning objectives

Welcome to Module 4
This module describes how to produce engaging statistics, and gives a general overview about the main
points. We will see some of the possible resources we can use to create our statistics.

Objectives
After completing this module, you will be able to:

• be aware of the need for effective data storytelling

• understand good practice for writing about data

• identify the characteristics of good charts and tables

• propose good infographics

2
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

2. Lesson 1: Data storytelling

In this first lesson, you will learn how to create engaging data stories.

2.1. What is data storytelling?

Darsha says:

During this project, we have talked about the different user types and
different means of engagement to understand their needs. Once we
produce the statistics, we also need to make sure we disseminate
them in ways that are both accessible and engaging. We can do this
through data storytelling, making use of easy-to-understand text,
figures and charts.

Aadan says:

What do you mean by data storytelling? Surely if

we just make the data people need available on
our website that’s enough.

Darsha says:

I disagree. Remember, our data are only valuable

if they are used, so we want to present our data in
a way which makes it easy for people to
understand and use. Let’s explore these ideas a
bit, starting with data storytelling.

3
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Question 1
Darsha says:

We can define “data storytelling” as a multidisciplinary

process that combines the results of data analysis with
compelling narratives and then presents the combination via
text and visuals to inform, engage, and influence the audience
(Venngage Data Storytelling Benchmark Report 2021).
Having this definition in mind, would you* think that this
infographic tells a story?
* You

Source: 2020 International Year of Plant Health infographic

Your answer is:

A. Yes, I think this infographic tells a story.

B. Yes, experts in gardening can see the story in this infographic.
C. No, this infographic is just a set of facts.

Think about your answer and check the correct one in the "Solutions" section.

4
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

2.2. How to communicate statistics

Aadan says:

I see what you mean. Interesting data can stop being

interesting if we don’t communicate them well. What
are the key things we need to think about in
communicating statistics?

Darsha says:

Great question, and I would say communicating statistics well

involves asking ourselves three other questions:
• Who is our target audience?
• What is the context in which we are communicating?
• What is the message we want to communicate?

• Message: we need to know what message we want to communicate. We need to find the story
behind the numbers and structure the output accordingly. Remember, the story should come
from the data.
• Context: every communication happens in a context and the context affects the message. For
example, statistics published on the internet versus on paper, or a formal versus informal
context.
• Target audience: we create statistics to give information to someone. We need to ask ourselves
who the target audience is. Are they media? Senior management? Experts? And, when we know
who they are, we must analyse why they need the information and how they want it. That’s the
only way to be sure we give them the message they expect.

5
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

2.3. Developing data stories

Aadan says:

It is a good reminder, but we already talked about

analysing the audience and defining user personas to
understand what they need. We will research why they
need the information, what their role is, and so on.
What is new now?

Darsha says:

The new thing is that we are using this information to create data
stories. We should use this understanding of our users to provide
them with accurate, insightful information in a way they can
understand and connect with.
To do this, we need to ask ourselves specific questions such as:
• How is the data story relevant to the audience?
• What data is available that would support the storytelling
needed by the audience?
• What do you need your audience to do with the data story?
• How experienced are the audience with data and the data story
(statistical literacy)?

Aadan says:

Let me see if I understand. To create good stories we have to

focus on:
• developing and articulating the key messages from the data
• presenting different aspects and angles of the data as part
of the story (maintaining neutrality as we interpret the data
• identifying visual ways to communicate those key messages,
keeping things simple and understandable.

6
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Question 2
Darsha says:

Your deductions are correct. Help Aadan. Choose which forms

you* think a data story can come in.
Choose all that apply.

* You
Your answer is:

A. A report.
B. An article.
C. A presentation.
D. An infographic.
E. A chart.
F. A webpage.

Think about your answer and check the correct one in the "Solutions" section.

2.4. Neutrality in storytelling

Darsha says:

When we’re telling stories with data, this requires us to

select specific elements of the data to write about.
However, we should be careful to ensure that the data
are driving the story, not the other way round!

Aadan says:

That makes sense Darsha. If we look like we’re being

selective or partial, that could reduce trust in the NSO.
I can see we also need to take care not to over
interpret the data and never discuss the policy
implications!

7
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Darsha says:

You’re completely right, Aadan. We need to take care, but

should remember that it’s possible to provide interpretation
while remaining neutral.
After all, as the data producers, we’re often in the best
position to interpret the data. We understand the limitations
and know what can and can’t be concluded.
We therefore have an important role in helping non-expert
users avoid misunderstanding the statistics.

2.5. User preferences

Question 3
Darsha says:

When we’re presenting data to our users, it’s important to take into
account their specific needs. We can also assume that different
groups of users typically prefer some things more than others. Can
you* link the preferences below to the different groups of users?
Relate each user to the correct sentence.

* You
Users:

• Government analysts and policy makers

• Citizens
• Media

A. (in blank) typically appreciate press releases and easily understandable graphs and tables that
they can reuse.
B. (in blank) will likely want materials that can be used in briefings and prioritization processes.
C. (in blank) may want the key information and what it means for them, presented through an
infographic or brief story.

Think about your answer and check the correct one in the "Solutions" section.

8
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

2.6. Presenting data without interpretation

Several days later.

Darsha says:

Did you see the news yesterday? See what can happen if we
just give data without interpretation. New data became
available on vaccination rates among children in Esdeegia.
However, the statisticians just provided the data in tables and
left it to others to interpret. See what these politicians said:

Government:
He said: ‘24 000 more children were vaccinated last year’.
They used absolute vaccination numbers to provide a 'positive'
story from the data; that an increased number of children had
been vaccinated last year.

Opposition:
She said: ‘The rate of children vaccinated has decreased by 5
percentage points’.
They used the relative vaccination figures to provide a 'negative'
story, that the share of eligible children who had been vaccinated
had decreased. This came about due to a large increase in the birth
rate, meaning the number of eligible children had increased a lot.

Aadan says:

Oh. The population and maybe some media probably don’t have
enough statistical literacy to see that both politicians are right.
If the statistics office had included the analysis, they could have
presented both figures. These data hold different stories and the
statisticians could have helped by showing all of them.
Now I understand the importance of data storytelling better.
Thanks, Darsha.
9
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

3. Lesson 2: Writing about statistics in an engaging way

This second lesson will provide guidance on how to write about your statistics in ways which meets
user needs.

3.1. General motto

Darsha says:
Let’s turn now to how we can write about our statistics in a way
that’s engaging for users.
Research tells us that all users want clear, accessible, jargon-
free content, written in straightforward language. This is
regardless of their level of expertise.
There’s a general motto we should always follow:
KISS (keep it short and simple)
This isn’t the same as dumbing down: It’s about sharing our
messages as clearly and concisely as possible.

10
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

3.2. Inverted pyramid structure

Question 4
Darsha says:

The structure of the content is also very important.

How would you* order the content? Remember we
already talked about it.
Relate each category of content to the correct place
in the sentences. * You

Category of content:

• Important details
• The most important information: Who, why, what, where, when and how?
• Methodological and background information

A. (in blank) should come in your first paragraph.

B. (in blank) should come next.
C. (in blank) should be presented at the end.

Think about your answer and check the correct one in the "Solutions" section.

3.3. Developing key messages

Aadan says:

Identifying and communicating the key messages at the top

of our inverted pyramid is crucial. I read that any key
message needs to be:
• clear: easy to understand,
• concise: short and specific to the point,
• consistent: core messages must build upon each other
to create a consistent story that links data to people,
• and tailored: communicates effectively with different
target audiences by adapting language and depth of
information.
Is that right?

11
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Darsha says:

Absolutely. Remember, when creating tailored key

messages you need to first consider who your target
audience is, why they need those key messages and
what main points you want them to remember.

3.4. Preparing headlines and titles

Darsha says:
Once we have written the key messages, we write the headline.
We should be simple and clear, but powerful and persuasive. We
pick the most important issue and be specific. Ah! It is also
important to create a sense of urgency.
Checking out newspaper and magazine headlines can inspire us,
and don’t think the first try is the right one. Write several different
headlines and pick the best one after consultation.

Question 5
Aadan says:

Talking about that, our colleague Roger is working on a

project about extreme poverty globally. He already wrote
the key messages. He also wrote several possible
headlines and he would like to consult with us about
them. Read his key messages and the headlines he
suggested and give me your opinion* about the headlines. * You

12
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Key messages that Roger wrote about extreme poverty globally:

• The share of the world’s population living in extreme poverty declined to 10
per cent in 2015, down from 16 per cent in 2010 and 36 per cent in 1990.
More than a billion people have lifted themselves out of poverty over the last
25 years.
• The pace of change is decelerating.
• Nowcast shows the 2018 rate of extreme poverty at 8.6 per cent, and
baseline projections suggest that 6 per cent of the world’s population will
still be living in extreme poverty in 2030 if current trends continue.
• Extreme poverty remains stubbornly high in low-income countries and those
affected by conflict and political upheaval, particularly in sub-Saharan Africa.

Possible headlines that Roger suggests about extreme poverty globally:

1. It is becoming less likely that the world will keep its promise to end extreme
poverty by 2030.
2. Progress against poverty continues but has slowed, jeopardizing
achievement of the SDGs.
3. Conflict and political upheaval have slowed earlier progress to end extreme
poverty globally.
4. Ending poverty by 2030 will require an intense focus on sub-Saharan Africa.

Your answer is:

A. I think that none of these headlines are right. I would suggest Roger to rewrite them all.
B. I think that headlines 1 and 2 are right but 3 and 4 should be rewritten.
C. I think that headlines 1, 2 and 3 are right but 4 should be rewritten.
D. I think that headlines 1, 2 and 4 are right but 3 should be rewritten.
E. I think that all the headlines that Roger suggests are right.

Think about your answer and check the correct one in the "Solutions" section.

13
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

3.5. Writing about the statistics

Darsha says:
Here are some additional tips to consider for when
writing explanatory text for your statistics:
Text style:
• Use short sentences and paragraphs
• Express one idea per sentence
• Put the main message at the beginning of the
paragraph
• Use headings and bulleted lists to make it easy to scan
long sections of text
• Use everyday language

Text style:
• Provide links to national policies, goals and issues that
people understand
• Give definitions or explanations of complex concepts
• Make clear references to described tables or charts
• Be careful when describing relative changes of
variables expressed as a percentage (percentage vs.
percentage point)

3.6. Writing the text

Question 6
Darsha says:

Latika, one of Roger’s colleagues, would like our

opinion. She is writing about the population
movements in Esdeegia. She has a table and has
written two pieces of text interpreting the table (text 1
and text 2). She has asked us which one we prefer.
* You
Please look at the table and the two texts she wrote
and tell me which one you* prefer.

14
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Text 1:
Higher death rates in rural areas
Death rates were one percentage point higher in rural areas than in urban areas
in 2015. This pattern has not changed substantially over recent years.
Cities experience largest reduction in mortality rates
While there has been a reduction in death rates overall, the most substantial fall
has happened in urban areas of the country. Important reasons for this include…

Text 2:
In 2015, death rates at the national level were 5.5 per 1,000 people, 4.8 per 1,000
in urban areas and 5.8 in rural areas.
Death rates at the national level were 6.9 per 1,000 people in 2013, falling to 5.5
in 2015.

Your answer is:

A. I prefer text 1.
B. I prefer text 2.

Think about your answer and check the correct one in the "Solutions" section.

15
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

3.7. Communicating on social media

Darsha says:

You need to tailor your approach when communicating on

social media. Like a journalist, to write a quality social media
post, you need to think about what, where, how and when.
• WHAT: identify one message you want to convey. It can be
a key message or statistic, advertise a webinar or inspire
action, etc.
• WHERE: choose the appropriate platform for the audience
you want to reach. It can be a tweet, a post on Facebook or
LinkedIn, etc.
• HOW: create the media. It could be a digital card, a GIF, a
video, a photo, etc. Write text accompanying the post,
ensuring the correct length and tone. You can include
hashtags, a website URL or emojis if appropriate.
• WHEN: post or schedule your post at an appropriate time
for your target audience.

Aadan says:

Thanks Darsha. I can see there are lots of examples of how

people use social media to communicate research and
data. Let me share four posts that I found using social
media for different purposes.

16
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

1. Present a report

2. Convey a key statistic

17
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

3. Convey a key message as a graphic

4. Advertise an event

3.8. Communicating on social media: live streaming

Darsha says:

18
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Good examples. Thanks, Aadan. There are more ways we can reach people
on social media beyond simply posting. For example, we can live stream
our public events on Youtube or Facebook. Or even better, we can host an
event specifically for a specific social media platform and interview with
report authors and include questions and answers with policy makers.

Question 7
Aadan says:

It sounds interesting. I see it, I see it.

If we hold an event on social media about the labour
market in Esdeegia, how long do you* think it should last?
* You

Your answer is:

A. 15-20 minutes maximum.

B. 30-60 minutes maximum.
C. 60-120 minutes maximum.

Think about your answer and check the correct one in the "Solutions" section.

3.9. Measuring progress on social media

Darsha says:

Ha ha! I wouldn’t miss that streaming, Aadan.

Aadan says:

Of course not. You would be in.

19
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Darsha says:

Whoever is at the event, we must remember that on social media

platforms we have free analytics tools. We will need to use them
to measure the impact of our social media communication:
posts, events, et cetera. It helps us to know our audience and
improve our communication on social media.

Aadan says:

I see. Metrics such as how many people liked, shared,

or clicked-through to a URL on your post, are
important to learning who the audience are, what they
like or dislike, et cetera.

Darsha says:

Exactly.

20
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

4. Lesson 3: Presenting data in graphs and tables

In this third lesson, you will see how to design graphs and tables that show the key messages clearly
and accurately.

4.1. User friendly charts and tables

Darsha says:

Hi Aadan, great work in drafting your new article! Let’s

move on to talk about developing charts and tables to
meet user needs, starting with charts. We could talk
about this topic for a long time but I will just provide
some key information for now.

Aadan says:

Great, thanks Darsha. I’ll start with a

question. How does our choice of chart relate
to what we’ve been discussing about user
engagement & data storytelling?

21
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

4.2. Why to use charts and how to choose them

Darsha says:
Great question, Aadan.
As we all know, there are many different types of charts. In choosing
what sort of chart to use, we need to consider:
• what type of data do we have
• what is it we want to show to the users
This second question depends on our users’ needs and the story we’re
telling with the data.
We can use charts for many purposes, like looking at:
• relationships between two or more variables
• comparisons between different groups, including over time
• the distribution of one or more variables across a population
• the composition of groups, potentially including changes over time
Which charts are best for achieving these goals? Here’s a great
infographic that can help us think about what kind of chart to choose.
We can also experiment with different types of charts to find the most
appropriate to convey our message.

22
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

4.3. General practices for charts

Question 8
Aadan says:

Thanks, Darsha.
For my new report, I need to compare the employment rate for
women in different regions of Esdeegia. I found this bar chart and I
think it can be a good reference to base my chart on.

Source: UNECE Statistical Database

Do you* agree?

* You

23
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Your answer is:

A. I think this is a good example of a bar chart but it is not the right type of chart for your goal. It’s
best to choose another type of chart.
B. I think this is a good example of a bar chart and this type of chart is suitable for your goal.
C. I think this is a bad example of a bar chart, but this type of chart is suitable for your goal. Look for
another example of a bar chart.
D. I think this is a bad example of a bar chart and it’s also not the right type of chart for your goal.
Look for another type and another example of a chart.

Think about your answer and check the correct one in the "Solutions" section.

4.4. Bar charts

Darsha says:

Thanks Aadan. Your question was a great way to

review the key features a good chart should have. As
you said, we should almost always start the y-axis at 0,
to avoid making changes look larger than they are.
Here we have the same data but in example B the y-axis
starts at a different point.

Example A

24
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Example B

In rare circumstances, it's appropriate to truncate the axis, to highlight differences that are important but
wouldn’t otherwise be visible, but we should be very clear when we do so.

Aadan says:

Thanks Darsha. I would also like to add

that if we present two charts for
comparison alongside each other, we
must always use the same scale.

Darsha says:

I agree. Let me give you an example to show you how

choosing the right chart type can make things easier for
users. Imagine we have to show data for graduations
from higher educational institutions. We could create a
standard bar chart, but see how difficult it is to read?

25
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Darsha says:

We have done a course about user engagement and

have decided to create this stacked bar chart. Better,
isn’t it?

26
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Question 9
Aadan says:

A colleague wants to produce a graph to show the

percentage of people who used a library last year. She
has two categories to compare and she created two
charts: comparing age and comparing gender. She’s * You
asked us which one we think is the most appropriate.
What do you* think?

Comparing age

Comparing gender

27
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Your answer is:

A. This type of chart is better for comparing variables with more than two categories. Therefore, the
chart comparing ages is more appropriate.
B. This type of chart is better for comparing variables with as few groups as possible. Therefore, the
chart comparing gender is more appropriate.
C. Both are correct and they invite different comparisons. It depends on what she would like to focus
on.

Think about your answer and check the correct one in the "Solutions" section.

4.5. Line charts

Question 10
Aadan says:

Do you remember our colleague Roger who was looking at global poverty?
He also wants to compare life expectancy in different countries. He has
created two charts: a bar chart and a line chart. He would like to know our
opinion on them. Which type of chart would you* recommend?

Bar chart

* You

28
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Line chart

Your answer is:

A. Both are correct. It depends on which he prefers.

B. I would recommend a bar chart because line charts are not appropriate for illustrating differences
between groups.
C. I would recommend a line chart because line charts are the best way to illustrate differences
between groups.

Think about your answer and check the correct one in the "Solutions" section.

Aadan says:

I found this line chart and I will use it as reference for

one I’m creating. Scared? Haha. I was joking. This is an
example of a bad use of a line chart.There is too much
information included and whatever stories the analyst
hoped to illustrate are lost in the jungle of lines.
Let’s look at some good examples of line charts.

29
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Source: http://www.unece.org/fileadmin/DAM/stats/documents/writing/MDM_Part2_English.pdf

We should clearly indicate

when the axis does not
start at zero, making it
easier for users to notice
and correctly interpret.

Source: United Nations Economic Commission For Europe

30
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

A time series should normally have at least 4 data points to use a line chart. If we
have less, it’s better to use a bar chart.
For very short time series (3 data points or fewer), a bar chart is generally preferable.

When the series has a large number of values, using symbols for the data points
makes it cluttered. It’s better to use different colours and/or different line styles.

We should clearly indicate when the time periods are not evenly spaced.
We must be careful when a change in data collection frequency means data points
are not evenly spaced, like below, where the frequency changes from 4-yearly to
annual.

31
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

4.6. Example of population pyramid

Question 11
Darsha says:

Your explanation is really interesting. I found these

population pyramids looking at the population by age
and sex at two time periods.
Would you* say they are a good example of data
visualisation?
* You

Your answer is:

A. Yes, they are a good example.

B. No, they are not a good example.

Think about your answer and check the correct one in the "Solutions" section.

32
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

4.7. Tables
Darsha says:

I know we already publish a lot of tables, but

there are ways we can improve them to make
them more user friendly. Let’s take a look.

1. This table shows the number of medical doctors by sex over time. It’s not easy to make comparisons
because of the design of the table.

2. Adding separate rows for men and women make it easier to make comparisons over time.

3. We can also add simple ‘sparkline’ charts to illustrate the trends even more clearly.

33
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Aadan says:

I enjoyed that exercise of improving a table. Our

colleague Latika gave me a table she created about total
population in selected African countries and she asked
our opinion on how to improve it. I think we can help her.

Darsha says:

Absolutely. One quick thing to make it easier to read would

be adding 1000 markers.

34
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Aadan says:

Great. There’s still a lot of digits though. Perhaps we could

present numbers as millions to make it even clearer.

Darsha says:

Good point. We can also order the table to show the highest
populated country first. Adding the percentage growth would also
be useful for users interested in the relative size of the changes.

Aadan says:

Latika will love this last table. Thanks.

35
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

4.8. Best practices for tables

Question 12
Darsha says:

Aadan and I have made these notes with some

general good and bad practices for tables.
Please, choose the notes that you* think are good
practices we should follow. * You

Think about your answer and check the correct one in the "Solutions" section.

36
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

5. Lesson 4: Infographics and other data visualizations

In this fourth lesson, you will learn some of the principles behind creating good infographics.

5.1. What is an infographic?

Several days later.

Aadan says:

What you’ve shared with us about data storytelling, writing,

graphs and tables is helping us a lot in making our statistics
more engaging for users. I am looking forward to users seeing
the improved outputs, and to getting their feedback.

Darsha says:

I think they will have a positive reaction. Before we finish

our time together, I want to talk about one other tool we
can use to tell engaging stories with data: infographics.

37
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Question 13
Darsha says:

That sounds great! Thanks.

I’ve seen lots of data visualisations described as
infographics, but could you clarify exactly what
one is? Perhaps we can see some examples. I
saw two figures and I would like to know if they * You
are infographics or simply charts.
What do you* think about these two figures?

Image 1 Image 2

Your answer is:

A. I think both are charts.

B. I think figure 1 is a chart and figure 2 is an infographic.
C. I think figure 1 is an infographic and figure 2 is a chart.
D. I think both are infographics.

Think about your answer and check the correct one in the "Solutions" section.

38
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

5.2. Why create infographics for user engagement

Aadan says:
Thank you. I can see that infographics can be really useful for
users by:
• making data more memorable
• helping identify patterns within a given data set
• helping narrate a wider story
• making it easier to focus on interesting trends
• often being more reader-friendly than regular charts

Am I right?
Darsha says:

You are completely right.

Let me show you (in the annex to this manual)
some examples of infographics that will help us
to see all these strengths you’ve mentioned.

5.3. Developing a good infographic

Question 14
Darsha says:

To make a good infographic, It is important to first have a

clear message or story that we want to communicate.
And, of course, we must ensure we’re using reliable and
up-to-date data.
I would like to also share with you other general practices.
Do you* agree with the following statements? * You
1. Infographics are such an effective means of
communicating data that they work in any situation.
2. The only limitation is that a graphic designer is needed
to develop them.

39
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Your answer is:

A. I agree with both statements.

B. I agree that infographics are so effective that they work in any situation, but we can develop them
by ourselves without a graphic designer.
C. I agree that we need a graphic designer to develop an infographic but I don’t think we can use an
infographic in any situation.
D. I do not agree with either of the two statements.

Think about your answer and check the correct one in the "Solutions" section.

5.4. Good and bad practices for infographics

Aadan says:

I’m glad to know we can create good

infographics by ourselves, but I’m a
little worried about making mistakes.

Darsha says:

Don’t be. Let’s do an exercise to

show that we are capable of
creating effective infographics.

Aadan says:

Great!

40
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Question 15
Darsha says:

I wrote some notes with practices to follow and practices

to avoid and I mixed them up. I’ll show you some of the
notes here. Please choose the notes that you* think are
good practices to follow when we develop an infographic.
* You

Think about your answer and check the correct one in the "Solutions" section.

41
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

5.5. Process for developing an infographic

Darsha says:
Thanks, Aadan. We need to know the process for developing an
infographic. There are many different approaches to use. I would
like to share with you an interesting infographic explaining the
method to create data visualisation resources, which has been
uploaded in Venngage.
Here are the main steps of the process to develop an infographic:
1. Collect and anayze the data: the first step is bringing
together relevant statistics and data. It is important to ensure
these data are accurate, useful and relevant for the audience.
Once the relevant data are available, they should be analysed
to discover patterns and trends. Then it’s time to identify key
messages.
2. Outline the data story: we can then start to develop a story
that will resonate with our target audience. It is essential that
we allow the data to lead the story and not assume we know
what the story is in advance. Before starting any design work,
we should ensure everyone involved understands the story
the infographic is going to tell.
3. Develop concept ideas: next we start to turn the story ideas
into rough concepts, developing a mental image of what the
infographic should look like. This includes titles, data
presentation, and annotation. At this stage, consider factors
such as what type of charts best represent the story and what
icons help convey the key messages. All the elements must
be accurate, relevant, useful and also visually attractive.
4. Design the infographic: we can then apply our visual design
rules to the concept, to produce our infographic. As we go, we
should continue to refine our hierarchy and flow, focussing on
story clarity. We can use programs such as Adobe Illustrator,
Adobe Photoshop, Powerpoint, among others.

42
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

5.6. Reviewing infographics

Question 16
Aadan says:

My team has developed this small infographic

for social media and I’d like your feedback on
whether it’s a good example, or whether there
are opportunities to improve it.
* You
What is your* opinion?

Your answer is:

A. It is perfect as it is.
B. It could be more focused; there are too many messages at one time.
C. The icons used are inappropriate.
D. There is an imbalance between the visual and written elements.
E. The chart type used is not appropriate for the data.

Think about your answer and check the correct one in the "Solutions" section.

43
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Question 17
Aadan says:

Thanks. What about this infographic being

developed by our poverty team?
Do you* think it is a good infographic?
* You

Your answer is:

A. It is perfect as it is.
B. It could be more focused; there are too many messages at one time.
C. There is an imbalance between the visual and written elements.
D. The chart type used is not appropriate for the data.
E. It is not data-driven.

Think about your answer and check the correct one in the "Solutions" section.

44
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

5.7. The last steps of the project

Darsha says:

I’ve been looking at the draft outputs you’ve

developed based on the latest labour force survey.
They look really good. Everything has been done
with your users in mind. Congratulations!

Aadan says:

Thanks a lot. I’m really happy with all the different

outputs we’ve developed. We’ll be publishing them
next week. I hope our audience finds them useful,
attractive and relevant.

Darsha says:

We will know soon. We must

make sure we get their feedback
and use it to continue improving!

45
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

6. Summary
Data storytelling

Data storytelling is a multidisciplinary process that combines the results of data analysis with compelling
narratives, presenting the combination via text and visuals to inform, engage, and influence the audience.

Regardless of users’ expertise, we should follow this general motto:

KISS - Keep It Short & Simple

Engaging writing

We should use the inverted pyramid structure: Putting the most important information first.

Key messages need to be clear, concise, consistent and tailored to the audience.

To communicate on social media identify one key message per post, use images or other visual media,
& select your platform & posting time for your target audience.

Charts and tables

Charts: We should choose the most appropriate chart based on the type of data we have and what we
would like to show to the users.

46
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Tables: Format and organise the data with user needs in mind.

A good chart or table should have: a clear title, good design with no unnecessary formatting, clear labelling
of units of measurement, a footnote showing the data source.

Infographics

An infographic is a self-contained visual story, presenting information, data or knowledge clearly, with
meaning and context, and without bias.

They can be useful to tell complex stories.

The process to develop an infographic has these steps:

1. Collect and analyze data.

2. Outline the data story.
3. Develop concept ideas.
4. Design the infographic.

47
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

7. Final quiz

Question 1
You review a data story from a colleague that presents different aspects and angles of the data as part
of the story. What advice would you give him?

Select the correct answer.

A. I would suggest that he should speak about one angle of the story to make the story simple and
avoid possible confusion in the audience.
B. I would say that presenting different angles is good but, to help the audience reach a
conclusion, it is better to focus in one of the angles and just mention the others.
C. I would congratulate him on presenting various angles of the data as part of the story.

Question 2
You review an article from a colleague and see there are many specialized terms. She tells you that this
text goes to experts in the subject and they will understand it. Do you agree with her?

Select the correct answer.

A. No, it is better to use everyday language, no matter the expertise level of the audience.
B. I agree because the text goes to people who can understand this language.

Question 3
You would like to show the distribution of values for a single variable but you have few data points.
What chart will you use?

Select the correct answer.

A. stacked column chart

B. scatter plot
C. column histogram
D. line chart

48
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Question 4
If someone asks you if this infographic is a good example. What would you answer?

Select the correct answer.

A. It is a good example.
B. It is not a good example because it is not focused; there are too many messages at one time.
C. It is not a good example because the icons used are inappropriate.
D. It is not a good example because the chart is not a good choice.
E. It is not a good example because it is not data-driven.

49
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

8. Finishing the project: Claire

Claire is speaking with Darsha
Claire says:

I wanted to speak directly with the NSO team to

personally congratulate them on their great work.
I presented my report to the minister and from this
we have developed policies to increase women’s
employment rates and reduce the gender pay gap.
Part of this success is thanks to your latest labour
market statistics, which allowed me to clearly and
easily identify the current situation and how things
have changed.
Now, I know where to find the information I need
and I hope the next statistics are as good as these
ones.
Thanks a lot!

50
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

9. Finishing the project: Mùchén

Múchén is writing an email to the NSO team
Mùchén writes:

Dear all,
[...]
I would like to share with you that we published an
article about unemployment in Eastern Province that
was really well received by our readers.
Your latest report had already identified the key
stories and explained everything in accessible
language. This made it a lot easier for me to be
confident that what I was communicating to our
readers was accurate.
It was a pleasure to be in contact with you. You really
listened to me and my colleagues and our discussions
on social media helped us a lot. We will keep in
contact for future articles. Thank you.

Regards,
Mùchén
Economics Editor at the Esdeegia Gazette

51
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

10. Finishing the project: NSO

Darsha says:

Congratulations! Our latest labour

market statistics were a success.
Many people have used them and
given us positive feedback.

Aadan says:

We are a great team. Thanks, Darsha, for your help. I

admit that at first, I was reluctant to do this work on user
engagement, but I have learned how important it is and
how I can do it. Now, I am enjoying the results!

Darsha says:

I’m glad to hear it, Aadan.

Thanks to our support, more colleagues from different areas
are also working to improve their user engagement.
I would like to share some more good news with you. The
Director General is really interested in our suggestion to
develop a user engagement strategy for the whole office. We
have a lot of work ahead!

Aadan says:

No problem. It’s going

to be engaging, haha!

52
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

11. Glossary
• Data storytelling: a multidisciplinary process that combines the results of data analysis with
compelling narratives and presents the combination via text and visuals to inform, engage, and
influence the audience. (Venngage Data Storytelling Benchmark Report 2021).

• Infographic: a self-contained visual story, presenting information, data or knowledge clearly, with
meaning and context, and without bias.

• NSDS: National Strategies for Development of Statistics.

• Statistical literacy: the ability to understand and critically evaluate statistical results that permeate our
daily lives, coupled with the ability to appreciate the contributions that statistical thinking can make in
public and private, professional and personal decisions.

• UNSD: United Nations Statistics Division.

• User engagement: continuous, two-way interaction between statisticians and users throughout the
data value chain, with the aim of delivering trusted statistics which better meet the needs of users and
support better decision making.

53
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

12. Resources

Web: ONS: “Presenting data”

Web: E-learning: UN SDG:Learn “Understanding data and statistics better – for more effective
SDG decision making”
Web: E-learning: UNSD “Microlearning on using social media for user engagement”.

Web: SDG & COVID-19 data visualization toolkit.

Web: ONS: Chart titles and text.

Web: Beautiful data visualization process infographic example.

Video: Webinar on Data Storytelling for the SDGs.

Video: Data visualization contest: how to best visualize data.

54
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

13. Solutions

Question 1
Feedback to the right answer “OPTION C”: You are right. Unfortunately, there is neither a
key message nor a logical flow. It does not immediately attract the eye and even after a
closer look, it’s difficult to understand. We can see a collage of facts but not a data story.
If we create infographics like this example, we won’t engage users. People are visual.
With data storytelling, we help our audiences understand the data and the stories within
it, which is often much easier to grasp visually. Data only give the ‘what’. it is our job to be
more visual and to give the ‘why’ and the ‘so-what’. Moreover, people and their stories are
much more interesting than just numbers.

Feedback to the wrong answer “OPTIONS A AND B”: You are not right. Unfortunately,
there is neither a key message nor a logical flow. It does not immediately attract the eye
and even after a closer look, it’s difficult to understand. We can see a collage of facts but
not a data story. If we create infographics like this example, we won’t engage users.
People are visual. With data storytelling, we help our audiences understand the data and
the stories within it, which is often much easier to grasp visually. Data only give the ‘what’.
it is our job to be more visual and to give the ‘why’ and the ‘so-what’. Moreover, people
and their stories are much more interesting than just numbers.

Question 2
Feedback to the right answer “ALL OPTIONS”: Great! Data stories come in many shapes,
forms, and sizes. We have many options, everything you selected and even more. That’s
amazing and also challenging. Remember we need to identify visualization objectives,
technical and human constraints, style guidelines and preferred visualization tools. We
have to be clear on what we want to achieve, what resources are available and what tools
will best help us get there. Above all, the work to develop the data visualization should be
grounded in ensuring we do not mislead our audiences and that the data and information
we provide is accurate and truthful.

Feedback to the wrong answer: You are not right. All the options you mentioned can be
used in a data story. But there are even more. In fact, all that I told you and even more.

55
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

That’s amazing and also challenging. Remember we need to identify visualization

objectives, technical and human constraints, style guidelines and preferred visualization
tools. We have to be clear on what we want to achieve, what resources are available and
what tools will best help us get there. Above all, the work to develop the data visualization
should be grounded in ensuring we do not mislead our audiences and that the data and
information we provide is accurate and truthful.

Question 3
Feedback to the right answer “A. ‘Media’, B. ‘Government analysts’, C.’Citizens’”: You are
right. Typically:

• Media will appreciate press releases clearly articulating the key messages, along with
easily understandable graphs and tables that they can re-use for their own purposes.
• Government analysts and policy makers may want materials that can be used in policy
discussions and government prioritization processes. The higher up in the system, the
less detailed information they may have capacity to absorb, so a minister or high-level
politician may just want a few bullet points or an infographic only.
• Citizens, unless expert users in any way, will typically also want the key information,
showing what it means for them, presented through an infographic or brief story.

Feedback to the wrong answer: You are not right. Typically.

• Media will appreciate press releases clearly articulating the key messages, along with
easily understandable graphs and tables that they can re-use for their own purposes.
• Government analysts and policy makers may want materials that can be used in policy
discussions and government prioritization processes. The higher up in the system, the
less detailed information they may have capacity to absorb, so a minister or high-level
politician may just want a few bullet points or an infographic only.
• Citizens, unless expert users in any way, will typically also want the key information,
showing what it means for them, presented through an infographic or brief story.

56
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Question 4
Feedback to the right answer “A. ‘The most important…’, B. ‘Important details’,
C.’Methodological…’”: You are right. Users want to be able to find the information they
need as quickly as possible. Research shows that the average reader only reads between
20% and 28% of the text on a web page. It is important to get the point of your content
across as concisely as possible. That’s the reason why we use the inverted pyramid
structure:
• Most important information that is who, why, what, where, when and how. This first
paragraph should contain your key messages, as this is what everyone will read.
Putting your key messages first is called frontloading.
• Important details, expanding on your key messages and helping readers understand
them in more detail. interested in the content will read them.
• Methodological and other general or background information. This is generally of
interest to only a small group of users.

Feedback to the wrong answer: You are not right. Users want to be able to find the
information they need as quickly as possible. Research shows that the average reader
only reads between 20% and 28% of the text on a web page. It is important to get the
point of your content across as concisely as possible. That’s the reason why we use the
inverted pyramid structure:
• Most important information that is who, why, what, where, when and how. This first
paragraph should contain your key messages, as this is what everyone will read.
Putting your key messages first is called frontloading.
• Important details, expanding on your key messages and helping readers understand
them in more detail. interested in the content will read them.
• Methodological and other general or background information. This is generally of
interest to only a small group of users.

Question 5
Feedback to the right answer “OPTION E”: You are right. Read the key messages and
headlines again. Notice that all the headlines are clear, simple, powerful, persuasive, have
sense of urgency and talk about the most important issues. He did everything right –
even consulting us, haha!

57
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Feedback to the wrong answer “OPTIONS A, B, C and D”: You are not right. Read the key
messages and headlines again. Notice that all the headlines are clear, simple, powerful,
persuasive, have sense of urgency and talk about the most important issues. He did
everything right – even consulting us, haha!

Question 6
Feedback to the right answer “OPTION A”: You are right. Text 2 is just a recount of the
table, and does not have any storytelling. It isn’t helpful to a user that is not very well
versed in data and statistics. On the other hand, text 1 helps users find some of the key
information in the table. It has engaging headlines while at the same time explaining
more.
In practice these two examples could be combined. Some of the actual numbers could be
included in text 1 to make a clearer link to the table

Feedback to the wrong answer “OPTION B”: You are not right. Text 2 is just a recount of
the table, and does not have any storytelling. It isn’t helpful to a user that is not very well
versed in data and statistics. On the other hand, text 1 helps users find some of the key
information in the table. It has engaging headlines while at the same time explaining
more.
In practice these two examples could be combined. Some of the actual numbers could be
included in text 1 to make a clearer link to the table.

Question 7
Feedback to the right answer “OPTION A”: You are right. Thanks. Events specifically for
social media should be short – 15-20 minutes maximum. Things need to be quick and
short in social media!

Feedback to the wrong answer “OPTIONS B AND C”: You are not right. Thanks. Events
specifically for social media should be short – 15-20 minutes maximum. Things need to
be quick and short in social media!

58
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Question 8
Feedback to the right answer “OPTION B”: You are right. Thanks. This type of chart is
appropriate for my goal and the example I found is a good one. It is easy to read and
compare, and can also stand alone, wherever it is published. It has the key elements of a
good chart, including:
• title showing what, where and when (e.g. date or time period)
• simplicity (no unnecessary colours, shades, borders…) with a clear message
• units of measurement starting from 0 at the axis
• the categories are ordered by size from largest to smallest
• a footnote showing the data source

Feedback to the wrong answer “OPTIONS A, C AND D”: You are not right. Thanks. This
type of chart is appropriate for my goal and the example I found is a good one. It is easy
to read and compare, and can also stand alone, wherever it is published. It has the key
elements of a good chart, including:
• title showing what, where and when (e.g. date or time period)
• simplicity (no unnecessary colours, shades, borders…) with a clear message
• units of measurement starting from 0 at the axis
• the categories are ordered by size from largest to smallest
• a footnote showing the data source

Question 9
Feedback to the right answer “OPTION C”: You are right. Either of the grouped bar charts
is appropriate. However, how we group things influences what is seen and understood
first. To choose which one to use, she should ask whether it’s more important for users to
focus on the differences by gender or by age group.

Feedback to the wrong answer “OPTIONS A AND B”: You are not right. Either of the
grouped bar charts is appropriate. However, how we group things influences what is seen
and understood first. To choose which one to use, she should ask whether it’s more
important for users to focus on the differences by gender or by age group.

59
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Question 10
Feedback to the right answer “OPTION B”: You are right. There is no natural order to the
points (countries) on the x-axis. Line charts should not be used to illustrate differences
between unordered groups such as countries. A bar chart is a better way to illustrate this
data. Line charts are most often used for time series data (for example, data by year,
quarter or month), as well as other ordered variables such as age.

Feedback to the wrong answer “OPTIONS A AND C”: You are not right. There is no
natural order to the points (countries) on the x-axis. Line charts should not be used to
illustrate differences between unordered groups such as countries. A bar chart is a better
way to illustrate this data. Line charts are most often used for time series data (for
example, data by year, quarter or month), as well as other ordered variables such as age.

Question 11
Feedback to the right answer “OPTION B”: You are right. The individual population
pyramids themselves are good, but there is an important error. The x-axis has different
scales, so it is difficult to compare between 2000 and 2012. If they had used the same
scale, the comparison would have been easier.

Feedback to the wrong answer “OPTION A”: You are not right. The individual population
pyramids themselves are good, but there is an important error. The x-axis has different
scales, so it is difficult to compare between 2000 and 2012. If they had used the same
scale, the comparison would have been easier.

Question 12
• If you chose the tool “Align numbers on the decimal point”: you are right. In the
previous tables we worked with, we aligned the numbers on the decimal point. That
helps the reader make comparisons more easily.
• If you chose the tool “Be consistent in how many decimal places are shown”: you are
right. Too many decimal places make it harder to read and also often implies false
levels of precision.

60
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

• If you chose the tool “Include borders around all the cells”, you are not right. The data
become harder to read for users if we have borders around every cell or heavy
shading.
• If you chose the tool “Spread the table across the page”, you are not right. If the table
is small, it is better not to spread it across the page. The columns should only be as
wide as needed to show the data.
• If you chose the tool “Choose absolute and/or relative numbers based on relevance
to users”, you are right. If we choose to show both, it is recommended to present the
absolute and relative numbers separately as it is easier to read them this way.

• If you chose the tool “Include titles with what, where and when information”, you are
right. As with charts, the title should always clearly indicate what the chart is showing.
• If you chose the tool “Think of the key message and present in a way to facilitate
those comparisons”, you are right. Choices about how to present the data should be
driven by what’s most useful for users. Let’s see this example.

61
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Question 13
Feedback to the right answer “OPTION B”: You are not right. Figure 1 is a very visually
appealing chart but it isn’t an infographic. On the other hand, figure 2 is an infographic.
An infographic is a self-contained visual story, presenting information, data or
knowledge clearly, with meaning and context, and without bias. It’s equally important to
understand what isn’t an infographic. Charts, visual lists, collections of statistics,
numbers with supporting graphics, or anything that is codependent on another release,
article, or report are all NOT infographics.

Feedback to the wrong answer “OPTIONS A, C AND D”: You are not right. Figure 1 is a
very visually appealing chart but it isn’t an infographic. On the other hand, figure 2 is an
infographic. An infographic is a self-contained visual story, presenting information, data
or knowledge clearly, with meaning and context, and without bias. It’s equally important
to understand what isn’t an infographic. Charts, visual lists, collections of statistics,
numbers with supporting graphics, or anything that is codependent on another release,
article, or report are all NOT infographics.

Question 14
Feedback to the right answer “OPTION D”: You are right. It is true that infographics are a
powerful resource but we should carefully consider if an infographic is the right
approach. Sometimes a simple chart highlighting one key message is what’s needed. An
infographic can be useful where there’s a more complex story to tell. A graphic designer
is welcome but not necessary. Engaging infographics can be created using PowerPoint or
Google Slides, along with existing open source icons.

Feedback to the wrong answer “OPTIONS A, B AND C”: You are not right. It is true that
infographics are a powerful resource but we should carefully consider if an infographic is
the right approach. Sometimes a simple chart highlighting one key message is what’s
needed. An infographic can be useful where there’s a more complex story to tell. A
graphic designer is welcome but not necessary. Engaging infographics can be created
using PowerPoint or Google Slides, along with existing open source icons.

62
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Question 15
• If you chose the tool “Balance visual and written information”, you are right. We
should balance visual and written information, collaborating with others and looking at
different examples to help get the balance right. Too much text looks cluttered and
takes away its accessible, visual impact. However, it is important to give relevant
context to the graphs. Remember to avoid jargon or overly technical terms.
• If you chose the tool “Include all the data you have available”, you are not right. This
is a practice to avoid. If we try to include everything, the infographic can be far too big
and the key messages will get lost. Focus on one topic at a time, and show the data
that are most important for meeting user needs. As with other forms of data
storytelling, at the same time, we must be careful to avoid giving an incomplete or
misleading picture to the viewer, which could result in incorrect decision-making.
• If you chose the tool “Be original and go against convention in the way you visualise
things”, you are not right. We should avoid going against visual conventions in a way
which could lead users to misinterpret the infographic. For example, don’t use green to
indicate something wrong and red to indicate something right.
• If you chose the tool “Use complicated forms of visualizing the data”, you are not
right. We should avoid using overly complicated forms of visualizing the data. Simple
is generally best. For example, if the key message can be made clearly using a simple
line or bar chart, that’s often the best approach. We should also ensure whatever
visualisations we use accurately display the data.
• If you chose the tool “Consider annotating charts within the infographic”, you are
right. Annotating charts within an infographic can be an effective way of highlight the
main messages more clearly.
• If you chose the tool “Know who the audience will be before you start”, you are right.
Before we start designing the infographic we first need to know the audience: what
they want, what they already know about the issue and what their communication
preferences are.
• If you chose the tool “Determine the nature of the message before creating the
infographic”, you are right. We should know what our message or story is before
creating the infographic. For example we may want to compare items, show trends, or
analyze relationships in our data. As always, we should let the data lead the story.
• If you chose the tool “Provide links to data sources”, you are right. Including sources
lets the user know that the data come from trustworthy official statistics, and also
makes it easier for them to explore both the topic and the data source in more detail,
should they wish.

63
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

• If you chose the tool “Review and revise the infographic once it is designed”, you are
right. We need to review and, if necessary, revise the infographic once it is designed to
be sure that it is accurate, well designed, and clearly conveys the correct messages.
• If you chose the tool “Organizing the information from left to right and top to
bottom”, you are not right. The reading line “left to right and top to bottom” doesn’t
work in all languages. Instead, we will take the reading line of the audience into
account. While the reading line goes from left to right and top to bottom for languages
using the Latin alphabet, this is not the case in many other languages.

Question 16
Feedback to the right answer “OPTION B”: I think you’re right. The infographic talks about
two issues at one time. It would be better to focus on just one, like this:

Feedback to the wrong answer “OPTIONS A, C, D AND E”: I’m not sure I agree. To me the
main issue is that the infographic talks about two issues at one time. It would be better to
focus on just one, like this:

64
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Question 17
Feedback to the right answer “OPTION D”:
You are right. While the radial bar chart may
look cool, the bar lengths are difficult to
interpret and to compare. It does not do a
good job of conveying the actual trend. The
infographic would be better using a bar chart:

Feedback to the wrong answer “OPTIONS A,

B, C AND E”: You are not right. While the radial
bar chart may look cool, the bar lengths are
difficult to interpret and to compare. It does
not do a good job of conveying the actual
trend. The infographic would be better using a
bar chart:

65
 Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Final quiz
Question 1
Right option: C

Feedback: To develop and articulate the key messages from the data, we need to present different
aspects and angles of the data using visual ways to communicate simply and effectively. We interpret
the data while maintaining neutrality.

Question 2
Right option: A

Feedback: Experts will have different levels of expertise and you don’t know exactly how many complex
terms they all understand. Maybe more general audiences would also be interested in this text. It is better
to use everyday language. The simpler it is, the easier it is to read, even for experts. If we need to use
complex concepts, we should also include definitions.

Question 3
Right option: C

Feedback: We can consult the chart chooser infographic. There we see that the most appropriate chart
to show the distribution of the values of a single variable with few data points is a column histogram.

Question 4
Right option: E

Feedback: The original infographic is not data-driven. It could be improved by adding some actual data
points:

66
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

14. Annex
Infographic examples

Source: The-Sustainable-Development-Goals-Report-2021

67
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Source: The-Sustainable-Development-Goals-Report-2021

68
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Source: The-Sustainable-Development-Goals-Report-2021

69
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

New Zealand

Source: Stats NZ

70
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

United Kingdom

Source: Office for National Statistics

71
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Source: Office for National Statistics

72
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Palestine

Source: Aljazeera

73
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Source: Palestinian Central Bureau of Statistics (PCBS)

74
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Canada

Source: International Federation of Library Associations and Institutions.

75
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Norway

In Norway, 2% of the area is built on and 37 % is forests.

Source: Statistics Norway

76
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Kyrgyzstan

Source: Sustainable Development Goals Statistics in the Kyrgyz Republic

77
Increasing engagement around data and statistics
Module 4: Producing engaging statistics

Source: Sustainable Development Goals Statistics in the Kyrgyz Republic

78