“It lives all around us”: Aspects of data literacy in teen's lives

Abstract

In this paper, we examine young people's data literacy in terms of their awareness of data and the rhetoric that surrounds it, as well as their knowledge of data flows. This is the first phase of the Exploring Data Worlds at the Public Library research study research study, a two-year research study that explores the ways that libraries can address data literacy programming by helping teens understand, create and manage the digital traces of their data in meaningful, efficacious, and ethical ways. In this first phase of the study we explored the question What do young people understand about data within the context of their everyday lives and in relation to personal data management. We present here the findings from a series of semi-structured interviews with young people, ages 11 to 18, that examined teens' perceptions and general knowledge of data in their lives. Results suggest that the teens in this study had varying interpretations of the nature of data and a broad understanding of the lifecycle of data, but most found it difficult to connect with data at a concrete and personal level, with the notion of a personal data dossier either non-existent or abstract.

Affective, Behavioral, and Cognitive Aspects of Teen Perspectives on Personal Data in Social Media: A Model of Youth Data Literacy

“…This study is part of the research project Exploring Data Worlds at the Public Library, whose broader goal is to examine young people's data awareness, knowledge, and practices in order to propose ways that the public library can support the development of youth data literacy. In earlier work, the project focused on young people's data awareness (Bowler et al, 2017), e.g., their understandings about the rhetoric of data, and their basic knowledge of data flows and infrastructures. As a contrast, this study focuses on teens' affective, behavioral, and cognitive states.…”

Curriculum Data Deep Dive: Identifying Data Literacies in the Disciplines

“…Data literacy is a complex term. Many studies note that the term has been interpreted in several ways (Bowler et al 2017), has no standard list of proficiencies (Dechman and Syms 2014), and has no concrete definition (Borgman 2016). DL has been defined as "an application of information literacy in the context of research" (Carlson and Johnson 2015, 29), "the ability to understand, find, collect, interpret, visualize, and support arguments using quantitative and qualitative data" (Deahl 2014, 41), and "a specific skill set and knowledge base, which empowers individuals to transform data into information and into actionable knowledge by enabling them to access, interpret, critically assess, manage, and ethically use data" (Koltay 2017, 10).…”

Egy „örökzöld téma”: az információs túlterhelés

“…A fentebb már említett adattúlterhelés érinti a kutatási adatok használóit, de gondolnunk kell arra is, hogy a digitális lábnyomunkhoz kötődő problémákkal is törődnünk kell (Bowler et al 2017). Az adattúlterhelés tüneteit az adatműveltség (adat-írástudás) segítségével ehet orvosolni, melyet legegyszerűbben úgy határozhatunk meg, mint az adatok megértésének, használatának és kezelésének képességét (Qin és D'Ignazio 2010).…”

“…Ha az adatműveltségre igény van, akkor ésszerűnek látszik azt is, hogy van személyes adatkezelési kontextusa is (Bowler et al 2017).…”