Storing data and interpreting data are two very different endeavors; interpreting data is necessary for its transformation into actionable knowledge and new questions. On its own, data are not meaningful information. However, data visualization, like art making, offers another means to create order from chaos; it is an opportunity to identify patterns and perceive unknowns. For visual arts educators, organizing chaos, finding new patterns, or visualizing the invisible in our visually complex world is not a new practice. Although data storage expanded exponentially and the technologies necessary to visualize have grown increasingly, and although the principles of visual communication are well known to art educators, a need to explore, share, and collaborate around data visualization has emerged. The examples in this article show how data visualization in research more effectively explores information and communicates knowledge. They also show how visualization can function as a vehicle for advocacy arguments that demonstrate personal experiences and social circumstances at the same time.