Exploring Possible Worlds: Open and Participatory Tools for Critical Data Literacy and Fairer Data Culture

Kuhn, Caroline

doi:10.1007/978-3-031-24193-2_8

Cited by 3 publications

(3 citation statements)

References 36 publications

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“…While data becomes a good that entails profit for big tech companies that operate in elusive ways, in front of renunciation as a widespread response by educators and learners overall, both technological and regulatory bases might become insufficient, we argue. At individual level, renunciation generates inertia and indifference (Kuhn, 2023; Pangrazio and Selwyn, 2019). At a social level, the institutions tend to rush behind perennial adjustments to the regulations and technological solutions needed to repair or protect from situations caused by past or existing practices connected to technological innovations (Floridi, 2023).…”

Section: Introductionmentioning

confidence: 99%

“…The need to integrate a thoughtful, critical debate of the ramifications of data-driven practices in datafied societies as part of the educational response is already consolidated by both theoretical and empirical research in education (D’Ignazio and Bhargava, 2015; Knaus, 2020; Pangrazio and Sefton-Green, 2022). Nonetheless, it appears that few learners have the knowledge to actively participate in such debates, and many internet users are oblivious to the potential ramifications of releasing personal data online (Bowler et al , 2017; Kuhn, 2023; Pangrazio, 2018). Also, educators are mostly unaware or overwhelmed by the complexity imposed by datafication, being puzzled at the time of designing and deploying pedagogical practices aimed at cultivating data literacies (Stewart and Lyons, 2021; Raffaghelli, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Data sovereignty was less easy to deal with, but there were collectives claiming to embrace alternative technologies and discussing diversified pathways to step aside from data monetisation and the domination of Big Tech companies in education (European Parliament and Levi, 2022; Ricaurte, 2019). Such a relational idea of data, though, is also difficult to connect to the students’ daily lives, and they might remain at the level of abstraction, far away from the immediate learners’ needs and understandings (Bowler et al , 2017; Kuhn, 2023; Pangrazio and Cardozo-Gaibisso, 2021). In a continuum, agency (having a choice, understanding it and taking decisions made on that choice) could be placed in the opposite side of renunciation (having a choice and neither understanding nor taking it into account).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

In my opinion, the TOS… Situating personal data literacy interventions

Raffaghelli,

Romero Carbonell,

Romeu-Fontanillas

2023

ILS

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Purpose It has been demonstrated that AI-powered, data-driven tools’ usage is not universal, but deeply linked to socio-cultural contexts. The purpose of this paper is to display the need of adopting situated lenses, relating to specific personal and professional learning about data protection and privacy. Design/methodology/approach The authors introduce the results of a case study based on a large educational intervention at a fully online university. The views of the participants from degrees representing different knowledge areas and contexts of technology adoption (work, education and leisure) were explored after engaging in the analysis of the terms and conditions of use about privacy and data usage. After consultation, 27 course instructors (CIs) integrated the activity and worked with 823 students (702 of whom were complete and correct for analytical purposes). Findings The results of this study indicated that the intervention increased privacy-conscious online behaviour among most participants. Results were more contradictory when looking at the tools’ daily usage, with overall positive considerations around the tools being mostly needed or “indispensable”. Research limitations/implications Though appliable only to the authors’ case study and not generalisable, the authors’ results show both the complexity of privacy views and the presence of forms of renunciation in the trade-off between data protection and the need of using a specific software into a personal and professional context. Practical implications This study provides an example of teaching and learning activities that supports the development of data literacy, with a focus on data privacy. Therefore, beyond the research findings, any educator can build over the authors’ proposal to produce materials and interventions aimed at developing awareness on data privacy issues. Social implications Developing awareness, understanding and skills relating to data privacy is crucial to live in a society where digital technologies are used in any area of our personal and professional life. Well-informed citizens will be able to obscure, resist or claim for their rights whenever a violation of their privacy takes place. Also, they will be able to support (through adoption) better quality apps and platforms, instead of passively accepting what is evident or easy to use. Originality/value The authors specifically spot how students and educators, as part of a specific learning and cultural ecosystem, need tailored opportunities to keep on reflecting on their degrees of freedom and their possibilities to act regarding evolving data systems and their alternatives.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

In my opinion, the TOS… Situating personal data literacy interventions

Raffaghelli,

Romero Carbonell,

Romeu-Fontanillas

2023

ILS

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Role-based privacy cynicism and local privacy activism: How data stewards navigate privacy in higher education

Popescu,

Baruh,

Sudhakar

2024

Big Data & Society

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This study examines the impact of role-based constraints on privacy cynicism within higher education, a workplace increasingly subjected to surveillance. Using a thematic analysis of 15 in-depth interviews conducted between 2017 and 2023 with data stewards in the California State University System, the research explores the reasons behind data stewards’ privacy cynicism, despite their knowledge of privacy and their own ability to protect it. We investigate how academic data custodians navigate four role-based tensions: the conflict between the institutional and personal definitions of privacy; the mutual reinforcement between their privacy-cynical attitudes and their perceptions of student privacy attitudes; the influence of role constraints on data stewards’ privacy-protective behaviors; and the contrast between the negatively valued societal surveillance and the positively valued university surveillance. The findings underscore the significance of considering organizational privacy cultures and role-based expectations in studying privacy cynicism. The study contributes to the theoretical understanding of privacy cynicism and offers practical implications for organizations, emphasizing the importance of aligning organizational definitions of privacy with employees’ understanding. Future research should further explore the mutual reinforcement of privacy cynicism in the relationship between data providers and data consumers (which we call the “spiral of resignation”) and consider the impact of role-based constraints in other organizational contexts.

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What does data literacy means for you (as an educator)nowadays?

Raffaghelli,

Ferrarelli,

Kühn

2023

Edutec

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Despite progress in data literacy frameworks associated with a critical discussion of datafication, educators are still perplexed when it comes to working with these issues in their everyday teaching practice. In part, this is due to the complexity of the data infrastructures that permeate educational practice itself. In this context, it seems particularly appropriate to understand the discursive phenomena, the construction of professional practise and therefore the educators’ positionings around the issues of datafication in general, and the development of critical data literacy, namely, “postdigital positinings”. This paper proposes a collaborative autoethnographic analysis of the professional experiences of the three authors, as educators. As women with complex migrant identities, with roots in the Global South and at the same time, bearers of European métisages, our pathways meet at the crossover of an international project in which we develop materials and design educational activities. Our history lies on an intersectional basis that allows us to express rich positionalities, full of examples and resources that can be resounding notes for the construction of agentic educational practices in this field of post-digital forces.

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Exploring Possible Worlds: Open and Participatory Tools for Critical Data Literacy and Fairer Data Culture

Cited by 3 publications

References 36 publications

In my opinion, the TOS… Situating personal data literacy interventions

In my opinion, the TOS… Situating personal data literacy interventions

Role-based privacy cynicism and local privacy activism: How data stewards navigate privacy in higher education

What does data literacy means for you (as an educator)nowadays?

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