Meaning making and relatedness: exploring critical data literacies on social media

Abstract

Purpose

The goal of this study is to explore how content creators engage in critical data literacies on TikTok, a social media site that encourages the creation and dissemination of user-created, short-form videos. Critical data literacies encompass the ability to reason with, critique, control, and repurpose data for creative uses. Existing work on critical data literacies on social media has focused on understanding of personal data, critique of data use, and strategies to protect privacy. This work focuses on how TikTok content creators repurpose data to construct their own narratives.

Design/methodology/approach

Through hashtag search, the authors created a corpus of 410 TikTok videos focused on discussing environmental and climate action, and qualitatively coded the videos for data literacies practices and video features (audio, footage, background images) that may support these practices.

Findings

Content creators engaged in multiple practices to attach meanings to data and situate environmental and climate action discourse in lived experiences. While there were instances of no data practices, we found cases where creators compiled different data sources, situated data in personal and local contexts, and positioned their experiences as data points to supplement or counter other statistics. Creators further leveraged the platform’s technical features, particularly the ability to add original audio and background images, to add narratives to the collective discourse.

Originality/value

This study presents a unique focus on examining critical data literacies on social media. Findings highlight how content creators repurpose data and integrate personal experiences. They illustrate platform features to support data practices and inform the design of learning environments.

Citation

Nguyen, H. and Parameswaran, P. (2023), "Meaning making and relatedness: exploring critical data literacies on social media", Information and Learning Sciences, Vol. 124 No. 5/6, pp. 149-167. https://doi.org/10.1108/ILS-02-2023-0016