In this study, we examined graphical representations in several mathematics, science, and engineering textbooks and practitioner journals with the goal of identifying similarities and differences across these sources. To do this, we drew from the extant research on students interpreting graphs and reasoning covariationally to develop a framework to analyse different aspects of graphical representations in these sources. We present several key findings which include identifying different uses of coordinate system which are prevalent in specific sources, the prevalence of contextualized and decontextualized quantities across sources, and differences in the frequency with which certain graphing conventions are maintained. We conclude by discussing implications of this study in relation to the teaching and learning of graphical representations across these fields and directions for future research.