Young Adults’ Understanding and Use of Data: Insights for Fostering Secondary School Students’ Data Literacy

Gebre, Engida H.

doi:10.1007/s42330-018-0034-z

Cited by 28 publications

(37 citation statements)

References 25 publications

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“…One concrete example of the growing interest in data literacy is that the need for systematic data literacy education is regularly invoked in scholarly and public discussions (e.g., Wolff et al, 2016;Spina, 2017;Bhatia, 2018;Gebre, 2018;Schuff, 2018;Pangrazio & Sefton-Green, 2019). In these discussions, data literacy education has typically been defined and presented as teachers' intentional pedagogical interventions to teach students how to read and use data effectively (Wolff et al, 2019).…”

Section: Data Literacy and Data Literacy Educationmentioning

confidence: 99%

“…8 -9) referred to these approaches as "formal data literacy pedagogies" that often "prioritise the positive utility of data, showing students and teachers how they can do better research, enact social change or improve decisionmaking." In practice, formal data literacy education employs both large-scale external data sets and smallscale data sets collected by students, and it is typically organized as an independent subject in the form of inquiry-based projects (Gebre, 2018;Wolff et al, 2019).…”

Section: Data Literacy and Data Literacy Educationmentioning

confidence: 99%

“…What appears to be missing from data literacy education are approaches that connect data literacy to students' everyday digital lifeworlds. Such approaches seem needed, as many students' understanding of everyday datafication is limited (Bowler et al, 2017;Gebre, 2018;Pangrazio & Selwyn, 2018). Data is often conceptualized in terms of experiments or survey data (Gebre, 2018), not as data generated automatically by common online activities (Bowler et al, 2017;Gebre, 2018).…”

Section: Data Literacy and Data Literacy Educationmentioning

confidence: 99%

“…Such approaches seem needed, as many students' understanding of everyday datafication is limited (Bowler et al, 2017;Gebre, 2018;Pangrazio & Selwyn, 2018). Data is often conceptualized in terms of experiments or survey data (Gebre, 2018), not as data generated automatically by common online activities (Bowler et al, 2017;Gebre, 2018). Accordingly, many students fail to recognize the collection of geo-locational data, for instance, as a form of datafication (Bowler et al, 2017;Pangrazio & Selwyn, 2018).…”

Section: Data Literacy and Data Literacy Educationmentioning

confidence: 99%

“…Accordingly, many students fail to recognize the collection of geo-locational data, for instance, as a form of datafication (Bowler et al, 2017;Pangrazio & Selwyn, 2018). Research has suggested that formal data literacy education does not contribute to improving student understanding of the aforementioned issues (Bowler et al, 2017;Gebre, 2018), implying the need for more contextual approaches, which is supported by an empirical study by Pangrazio and Selwyn (2018). They taught data literacy to 13 -17-year-old students using an app that aggregated students' personal data and demonstrated to each participant how their data might be recirculated and reused by various third parties.…”

Section: Data Literacy and Data Literacy Educationmentioning

confidence: 99%

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Data (il)literacy education as a hidden curriculum of the datafication of education

Mertala¹

2020

JMLE

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Section: Data Literacy and Data Literacy Educationmentioning

confidence: 99%

Section: Data Literacy and Data Literacy Educationmentioning

confidence: 99%

Section: Data Literacy and Data Literacy Educationmentioning

confidence: 99%

Section: Data Literacy and Data Literacy Educationmentioning

confidence: 99%

Section: Data Literacy and Data Literacy Educationmentioning

confidence: 99%

See 3 more Smart Citations

Data (il)literacy education as a hidden curriculum of the datafication of education

Mertala¹

2020

JMLE

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Critical digital literacies at school level: A systematic review

Ilomäki,

Lakkala,

Kallunki

et al. 2023

Review of Education

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The rapid and ongoing technological developments and the changes in societal practices require us to update our understanding and skills relating to digital technology use continuously. Various frameworks have been created in recent years to explore the different aspects of digital literacies or digital competencies and a range of newer concepts and dimensions have emerged in the literature aiming to capture the complexity of digital engagement. The main aim of this systematic literature review (SLR) was to map out which elements or issues of critical digital literacies (CDL) relevant for school education currently feature in the academic literature and international policy documents. The secondary aim was to use the findings of the SLR to inform the creation of a research‐based framework for school education. The review process followed a systematic protocol for answering specific research questions. Research articles were sought in two electronic databases—EBSCO (Academic Search Complete) and Web of Science—and policy documents were sought on the Internet using Google search. A total of 139 research articles and policy‐related documents were used for the analysis. The main dimensions based on the analysis were the following (in the order of most hits): E‐safety, Participation and presence, Digital literacy, Media literacy, Digital citizenship, Technology literacy, Information literacy, Data literacy, Digital game literacy, Online learning, Digital creativity and innovation, and Digital well‐being. The emphasis in the research articles was on negative issues, although publications also outlined several positive issues about digitality. The emphases of the research articles and policy‐related documents differed somewhat. The findings of this SLR have implications for researchers, policy makers and educators interested in the changing nature of critical digital literacies and the dimensions and subdimensions relevant for school education. Context and implicationsRationale for the study: This systematic literature review (SLR) identifies the key elements and issues of critical digital literacies (CDL) relevant to school education, as documented in academic literature and international policy documents. In addition, it utilises the findings of the SLR to develop a research‐based framework for CLD in school education.Why the new findings matter: Our findings contribute to capturing the different aspects of CDL in the context of compulsory education and offer original insights with regard to supporting the development of teachers and students' critical digital literacies in the future.Implications for researchers, practitioners and policy makers: This SLR has implications for research as it has highlighted the need to continuously update theoretical models and frameworks relating to CDL. Although certain accepted core dimensions can provide a stable foundation for representing emerging phenomena, it is essential to maintain flexibility to address the technological advancements. An implication for policy making is the recognition of the need for continuous professional development and pedagogical support for teachers and students. The value for educational practitioners is that it elucidates the emerging notions of CDL, and it enables educational institutions to enhance their practices and initiatives related to CDL.

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How Stakeholders’ Data Literacy Contributes to Quality in Higher Education: A Goal-Oriented Analysis

Yang

Li²

2023

Higher Education Dynamics

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Young Adults’ Understanding and Use of Data: Insights for Fostering Secondary School Students’ Data Literacy

Cited by 28 publications

References 25 publications

Data (il)literacy education as a hidden curriculum of the datafication of education

Data (il)literacy education as a hidden curriculum of the datafication of education

Critical digital literacies at school level: A systematic review

How Stakeholders’ Data Literacy Contributes to Quality in Higher Education: A Goal-Oriented Analysis

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