Supporting Critical Data Literacy in K-9 Education: Three Principles for Enriching Pupils’ Relationship to Data

Bilstrup, Karl-Emil Kjær; Kaspersen, Magnus Høholt; Lunding, Mille Skovhus; Schaper, Marie-Monique; Mechelen, Maarten Van; Tamashiro, Mariana Aki; Smith, Rachel Charlotte; Iversen, Ole Sejer; Petersen, Marianne Graves

doi:10.1145/3501712.3530783

Cited by 17 publications

(12 citation statements)

References 22 publications

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“…Although the interviewed creators had mixed opinions about how realistic it is to change the behaviour of learners, all resources aimed at people taking action in one way or another. This constitutes an encouraging finding as scholars have highlighted the importance of providing constructive advice to avoid learners' resignation when educating about data systems (e.g., Jansen 2021; Bilstrup et al 2022). This approach further corresponds with critical pedagogy's goal of replacing resignation with a drive for transformation (Freire 2017, p.58).…”

Section: Resource Creators' Goals For Educating About Data(fication)mentioning

confidence: 90%

Critical datafication literacy – a framework for educating about datafication

Sander

2023

ILS

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Purpose In light of a need for more critical education about datafication, this paper aims to develop a framework for critical datafication literacy that is grounded in theoretical and empirical research. The framework draws upon existing critical data literacies, an in-depth analysis of three well-established educational approaches – media literacy, the German “(politische) Bildung” and Freirean “critical pedagogy” – and empirical analyses of online educational resources about datafication. Design/methodology/approach The study interconnects theoretical analyses with an empirical mixed methods investigation that includes expert interviews with creators of online educational resources about datafication and a qualitative survey with educators interested in teaching about data technologies. Findings The research identified novel findings on the goals of resource creators and educators, such as a focus on empowering and emancipatory approaches, fostering systemic understanding of datafication and encouraging collective action. Such perspectives are rare in existing critical data literacy conceptualisations but show resemblance to traditional education scholarship. This highlights how much can be learnt from practitioners and from these more established educational approaches. Based on these findings, a framework for critical datafication literacy is suggested that aims for systemic understanding of datafication, encouraging critical thinking and enabling learners to make enlightened choices and take different forms of action. Originality/value The study is unique in its interconnection of theoretical and empirical research, and it advances previous research by suggesting a grounded framework for critical datafication literacy.

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Section: Resource Creators' Goals For Educating About Data(fication)mentioning

confidence: 90%

Critical datafication literacy – a framework for educating about datafication

Sander

2023

ILS

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“…Wolff et al, 2016). Aside from focusing on teaching technical skills and data-based inquiry processes (see characterisation in Gebre, 2022), other perspectives on data literacies are suggested: Critical data literacies include critical considerations of data systems, their data practices and implications (Bilstrup et al, 2022;Sander, 2020;D'Ignazio and Bhargava, 2015), personal data literacies focus on personal data and critically reflecting on respective data practices (Pangrazio and Selwyn, 2019;Pangrazio and Sefton-Green, 2020) and creative data literacy includes citizenship and empowerment for data-based engagement (D'Ignazio, 2017).…”

Section: Related Approachesmentioning

confidence: 99%

“…Researchers argue for supporting students in perceiving their role within data-driven societies (e.g. as data sources) and in relating learning about data and ddA to their everyday lives (Gebre, 2018; Bilstrup et al , 2022; Pangrazio and Selwyn, 2019; Sander, 2020). However, some studies indicate that students often perceive data as impersonal and unrelated to their personal lives (Gebre, 2018; Bowler et al , 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Lutz et al , 2020; Keen, 2020; Hargittai and Marwick, 2016). Even if they are concerned about the collection and processing of personal data (Sander, 2020; Dowthwaite et al , 2020), they feel unable to counteract these data practices (Dowthwaite et al , 2020; Bilstrup et al , 2022). The idea of the data awareness framework is to provide students with an easy-to-understand model of interactions with ddA and related data practices, enabling them to shift their focus on essential elements of the role of data in everyday interactions with ddA, and to analyse ddA and reflect on these interactions accordingly.…”

Section: Introductionmentioning

confidence: 99%

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The data awareness framework as part of data literacies in K-12 education

Höper,

Schulte

2023

ILS

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Purpose In today’s digital world, data-driven digital artefacts pose challenges for education, as many students lack an understanding of data and feel powerless when interacting with them. This paper aims to address these challenges and introduces the data awareness framework. It focuses on understanding data-driven technologies and reflecting on the role of data in everyday life. The paper also presents an empirical study on young school students’ data awareness. Design/methodology/approach The study involves a teaching unit on data awareness framed by a pre- and post-test design using a questionnaire on students’ awareness and understanding of and reflection on data practices of data-driven digital artefacts. Findings The study’s findings indicate that the data awareness framework supports students in understanding data practices of data-driven digital artefacts. The findings also suggest that the framework encourages students to reflect on these data practices and think about their daily behaviour. Originality/value Students learn a model about interactions with data-driven digital artefacts and use it to analyse data-driven applications. This approach appears to enable students to understand these artefacts from everyday life and reflect on these interactions. The work contributes to research on data and artificial intelligence literacies and suggests a way to support students in developing self-determination and agency during interactions with data-driven digital artefacts.

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“…In short, how to engage learners in STEM. In this study, we addressed Strand 1 by using data sets and data problems that would “make data personal and close to support emotional engagement” (Bilstrup et al , 2022).…”

Section: Introductionmentioning

confidence: 99%

Teen-adult interactions during the co-design of data literacy activities for the public library: insights from a natural language processing analysis of linguistic patterns

Bowler,

Lopatovska,

Rosin

2023

ILS

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Purpose The purpose of this study is to explore teen-adult dialogic interactions during the co-design of data literacy activities in order to determine the nature of teen thinking, their emotions, level of engagement, and the power of relationships between teens and adults in the context of data literacy. This study conceives of co-design as a learning space for data literacy. It investigates the teen–adult dialogic interactions and what these interactions say about the nature of teen thinking, their emotions, level of engagement and the power relationships between teens and adults. Design/methodology/approach The study conceives of co-design as a learning space for teens. Linguistic Inquiry and Word Count (LIWC-22), a natural language processing (NLP) software tool, was used to examine the linguistic measures of Analytic Thinking, Clout, Authenticity, and Emotional Tone using transcriptions of recorded Data Labs with teens and adults. Linguistic Inquiry and Word Count (LIWC-22), a natural language processing (NLP) software tool, was used to examine the linguistic measures of Analytic Thinking, Clout, Authenticity and Emotional Tone using transcriptions of recorded Data Labs with teens and adults. Findings LIWC-22 scores on the linguistic measures Analytic Thinking, Clout, Authenticity and Emotional Tone indicate that teens had a high level of friendly engagement, a relatively low sense of power compared with the adult co-designers, medium levels of spontaneity and honesty and the prevalence of positive emotions during the co-design sessions. Practical implications This study provides a concrete example of how to apply NLP in the context of data literacy in the public library, mapping the LIWC-22 findings to STEM-focused informal learning. It adds to the understanding of assessment/measurement tools and methods for designing data literacy education, stimulating further research and discussion on the ways to empower youth to engage more actively in informal learning about data. Originality/value This study applies a novel approach for exploring teen engagement within a co-design project tasked with the creation of youth-oriented data literacy activities.

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Supporting Critical Data Literacy in K-9 Education: Three Principles for Enriching Pupils’ Relationship to Data

Cited by 17 publications

References 22 publications

Critical datafication literacy – a framework for educating about datafication

Critical datafication literacy – a framework for educating about datafication

The data awareness framework as part of data literacies in K-12 education

Teen-adult interactions during the co-design of data literacy activities for the public library: insights from a natural language processing analysis of linguistic patterns

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