Data Murals: Using the Arts to Build Data Literacy

Bhargava, Rahul; Kadouaki, Ricardo; Bhargava, Emily; Castro, Guilherme Vieira de; D’Ignazio, Catherine

doi:10.15353/joci.v12i3.3285

Cited by 49 publications

(33 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Media creation spaces in schools can be used to help students to create novel images of data in drawings, computer renderings, or even as imprints on clothing (Stornaiuolo, 2020). Integrative displays using word, numbers, symbols and pictures meant to be emotionally evocative such as community‐produced outdoor murals (Bhargava et al, 2016), digital infographics (Gebre & Polman, 2016), and informational posters (Rubel et al, 2016) are other generative ways to explore creative visualization. However, even when the visualizations used are conventional—such as graphs of word counts in texts used in English classes—there could still be meaningful opportunities to engage emotionally and to reflect on what was and was not represented in a traditional quantitative data representation versus the original intact prose (Lynch, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…A common context‐connecting approach is to have youth work with data about their own local community (eg, Bhargava et al, 2016; D'Ignazio, 2017; Diwadkar et al, 2021; Enyedy & Mukhopadhyay, 2007; Rubel et al, 2016; van Wart et al, 2020; Wilkerson & Laina, 2018). This application is especially important because ‘context is essential for conducting accurate, ethical analysis’ (D'Ignazio & Klein, 2020, p. 149).…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Taking data feminism to school: A synthesis and review of pre‐collegiate data science education projects

Lee

Pimentel

Bhargava

et al. 2022

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

As the field of K‐12 data science education continues to take form, humanistic approaches to teaching and learning about data are needed. Data feminism is an approach that draws on feminist scholarship and action to humanize data and contend with the relationships between data and power. In this review paper, we draw on principles from data feminism to review 42 different educational research and design approaches that engage youth with data, many of which are educational technology intensive and bear on future data‐intensive educational technology research and design projects. We describe how the projects engage students with examining power, challenging power, elevating emotion and lived experience, rethinking binaries and hierarchies, embracing pluralism, considering context, and making labour visible. In doing so, we articulate ways that current data education initiatives involve youth in thinking about issues of justice and inclusion. These projects may offer examples of varying complexity for future work to contend with and, ideally, extend in order to further realize data feminism in K‐12 data science education. What is already known about this topic Data feminism is an emergent framework for changing data practices and discourse in service of equity and justice. Data science education is rapidly growing as a topic of interest in the educational technology research and design communities. Many educational technology and design projects have been launched and shared in publications that preceded the widespread distribution of the data feminism framework. What this paper adds Data feminism is partially re‐articulated in terms familiar to educational technology research communities. Prior and recent projects are organized with respect to how they illustrate potential connections to core data feminism principles. This paper identifies specific strategies that recent projects have used that have potential for realizing data feminism principles. Implications for practice and/or policy Educational technologists can use the re‐articulated principles of data feminism for education to inform their future design work. Tractable steps to achieve data justice that are attainable within existing educational systems can be pursued. Communities can and should bring together multiple ways of knowing to support new educational practices and futures with data.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Taking data feminism to school: A synthesis and review of pre‐collegiate data science education projects

Lee

Pimentel

Bhargava

et al. 2022

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

show abstract

“…Should we consider tactile, experiential, or social ways of accessing the data visualization? Can we consider visualization outputs in an expanded field, such as data murals [7], data sculptures [1], public walks [2], quilts [48] and installations [63]?…”

Section: Legitimize Embodiment and Affectmentioning

confidence: 99%

Toward a More Inclusive Digital Art History

2022

PAN

View full text Add to dashboard Cite

“…The collaboration followed a process which moved from identifying data, finding a story, collaboratively designing a visual to tell that story, painting the mural, and finally hosting an unveiling event (see Bhargava et al, 2016 for details). GW shared qualitative and quantitative data with our team, and we worked together to narrow in on data to include in a multi-page handout for the youth.…”

Section: Three Cases Of Data Visualization Learningmentioning

confidence: 99%

Data Visualization in Society

2020

View full text Add to dashboard Cite

for a stimulating and productive three-year collaboration. They are all authors of chapters in this book. We are grateful to all of the authors who have contributed to this collection, for their excellent contributions, their receptiveness to feedback and their patience during the long process of bringing the book to fruition. We are extremely grateful to the University of Agder for hosting the INDVIL project and for the administrative support provided to us. In June 2018 we held a seminar with many of the book's authors at the Metochi Study Centre on the island of Lesbos. We thank the staff at Metochi for the wonderful service they provided and the fantastic atmosphere which enabled us to work hard together on the book. We thank reviewers for taking the time to read our many chapters with care and for providing helpful feedback. We are grateful also to Alberto Cairo for his extremely generous foreword, and to esteemed data visualization scholars for endorsing this volume on its cover. We want to express our enormous gratitude to all of the brilliant data visualizers whose work inspires our own, especially Andy Kirk, for ongoing support and openness to dialogue. We could not have made it through the final stages of producing this book without the invaluable help of Robin Steedman, whose work as an editorial assistant has been faultless. Thank you Robin. We also thank Prisca Schmarsow of Eyedea Studio (https://eyedeastudio.london/) for lovely cover design and the staff at the Amsterdam University Press for their assistance along the way. Finally, Helen would like to thank Martin, and Martin would like to thank Helen, for the enjoyable and rewarding experience of editing this book together.

show abstract

Data Murals: Using the Arts to Build Data Literacy

Cited by 49 publications

References 14 publications

Taking data feminism to school: A synthesis and review of pre‐collegiate data science education projects

Taking data feminism to school: A synthesis and review of pre‐collegiate data science education projects

Toward a More Inclusive Digital Art History

Data Visualization in Society

Contact Info

Product

Resources

About