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1 – 10 of over 4000Kate McDowell and Matthew J. Turk
Data storytelling courses position students as agents in creating stories interpreted from data about a social problem or social justice issue. The purpose of this study is to…
Abstract
Purpose
Data storytelling courses position students as agents in creating stories interpreted from data about a social problem or social justice issue. The purpose of this study is to explore two research questions: What themes characterized students’ iterative development of data story topics? Looking back at six years of iterative feedback, what categories of data literacy pedagogy did instructors engage for these themes?.
Design/methodology/approach
This project examines six years of data storytelling final projects using thematic analysis and three years of instructor feedback. Ten themes in final projects align with patterns in feedback. Reflections on pedagogical approaches to students’ topic development suggest extending data literacy pedagogy categories – formal, personal and folk (Pangrazio and Sefton-Green, 2020).
Findings
Data storytelling can develop students’ abilities to move from being consumers to creators of data and interpretations. The specific topic of personal data exposure or risk has presented some challenges for data literacy instruction (Bowler et al., 2017). What “personal” means in terms of data should be defined more broadly. Extending the data literacy pedagogy categories of formal, personal and folk (Pangrazio and Sefton-Green, 2020) could more effectively center social justice in data literacy instruction.
Practical implications
Implications for practice include positioning students as producers of data interpretation, such as role-playing data analysis or decision-making scenarios.
Social implications
Data storytelling has the potential to address current challenges in data literacy pedagogy and in teaching critical data literacy.
Originality/value
Course descriptions provide a template for future data literacy pedagogy involving data storytelling, and findings suggest implications for expanding definitions and applications of personal and folk data literacies.
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By examining types of literacies taught by public libraries and the modes through which these programs were offered, this study aims to explore how public libraries might…
Abstract
Purpose
By examining types of literacies taught by public libraries and the modes through which these programs were offered, this study aims to explore how public libraries might integrate data literacy training for the general public into existing library educational programs.
Design/methodology/approach
This study examined programs offered in 30 US public libraries during 2019 and 2020 to better understand types of literacy education announced to the public through library website listings and Facebook Events pages.
Findings
While public libraries offered educational programs in literacy areas ranging from basic reading and writing to technology, vocational skills, health literacy and more, data literacy training was not widely offered. However, this study identified many already-existing programs highly compatible for integrating with data literacy training.
Originality/value
This study offered new insights into both the literacies taught in public library programs as well as ways for public libraries to integrate data literacy training into existing educational programming, in order to better provide data literacy education for the general public.
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This article advocates that privacy literacy research and praxis mobilize people toward changing the technological and social conditions that discipline subjects toward advancing…
Abstract
Purpose
This article advocates that privacy literacy research and praxis mobilize people toward changing the technological and social conditions that discipline subjects toward advancing institutional, rather than community, goals.
Design/methodology/approach
This article analyzes theory and prior work on datafication, privacy, data literacy, privacy literacy and critical literacy to provide a vision for future privacy literacy research and praxis.
Findings
This article (1) explains why privacy is a valuable rallying point around which people can resist datafication, (2) locates privacy literacy within data literacy, (3) identifies three ways that current research and praxis have conceptualized privacy literacy (i.e. as knowledge, as a process of critical thinking and as a practice of enacting information flows) and offers a shared purpose to animate privacy literacy research and praxis toward social change and (4) explains how critical literacy can help privacy literacy scholars and practitioners orient their research and praxis toward changing the conditions that create privacy concerns.
Originality/value
This article uniquely synthesizes existing scholarship on data literacy, privacy literacy and critical literacy to provide a vision for how privacy literacy research and praxis can go beyond improving individual understanding and toward enacting social change.
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Sarah Amber Evans, Lingzi Hong, Jeonghyun Kim, Erin Rice-Oyler and Irhamni Ali
Data literacy empowers college students, equipping them with essential skills necessary for their personal lives and careers in today’s data-driven world. This study aims to…
Abstract
Purpose
Data literacy empowers college students, equipping them with essential skills necessary for their personal lives and careers in today’s data-driven world. This study aims to explore how community college students evaluate their data literacy and further examine demographic and educational/career advancement disparities in their self-assessed data literacy levels.
Design/methodology/approach
An online survey presenting a data literacy self-assessment scale was distributed and completed by 570 students at four community colleges. Statistical tests were performed between the data literacy factor scores and students’ demographic and educational/career advancement variables.
Findings
Male students rated their data literacy skills higher than females. The 18–19 age group has relatively lower confidence in their data literacy scores than other age groups. High school graduates do not feel proficient in data literacy to the level required for college and the workplace. Full-time employed students demonstrate more confidence in their data literacy than part-time and nonemployed students.
Originality/value
Given the lack of research on community college students’ data literacy, the findings of this study can be valuable in designing and implementing data literacy training programs for different groups of community college students.
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Leo Van Audenhove, Lotte Vermeire, Wendy Van den Broeck and Andy Demeulenaere
The purpose of this paper is to analyse data literacy in the new Digital Competence Framework for Citizens (DigComp 2.2). Mid-2022 the Joint Research Centre of the European…
Abstract
Purpose
The purpose of this paper is to analyse data literacy in the new Digital Competence Framework for Citizens (DigComp 2.2). Mid-2022 the Joint Research Centre of the European Commission published a new version of the DigComp (EC, 2022). This new version focusses more on the datafication of society and emerging technologies, such as artificial intelligence. This paper analyses how DigComp 2.2 defines data literacy and how the framework looks at this from a societal lens.
Design/methodology/approach
This study critically examines DigComp 2.2, using the data literacy competence model developed by the Knowledge Centre for Digital and Media Literacy Flanders-Belgium. The examples of knowledge, skills and attitudes focussing on data literacy (n = 84) are coded and mapped onto the data literacy competence model, which differentiates between using data and understanding data.
Findings
Data literacy is well-covered in the framework, but there is a stronger emphasis on understanding data rather than using data, for example, collecting data is only coded once. Thematically, DigComp 2.2 primarily focusses on security and privacy (31 codes), with less attention given to the societal impact of data, such as environmental impact or data fairness.
Originality/value
Given the datafication of society, data literacy has become increasingly important. DigComp is widely used across different disciplines and now integrates data literacy as a required competence for citizens. It is, thus, relevant to analyse its views on data literacy and emerging technologies, as it will have a strong impact on education in Europe.
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This study aims to explore the findings related to data literacy skills for students to succeed in the digital age labor market and the role of university-industry collaborations…
Abstract
Purpose
This study aims to explore the findings related to data literacy skills for students to succeed in the digital age labor market and the role of university-industry collaborations (UICs) in the co-design and co-delivery of curriculum for the development of students’ data literacy.
Design/methodology/approach
The study uses an interview-based research methodology to gather insights from industry partners and stakeholders. The interviews focus on identifying key data literacy skills, understanding the significance of these skills and exploring the role of UICs in enhancing students’ data literacy.
Findings
The findings reveal several important data literacy skills for students. The most commonly mentioned skills include data evaluation/analysis, identifying the relevance of data and data protection in a sensitive manner. Participants also emphasized the importance of recognizing the interrelationships among data, adapting data across different contexts and strategically combining diverse data. The study emphasizes the role of universities in providing a well-rounded educational setting that fosters the development of data literacy skills. Additionally, it highlights the value of practical collaborations between universities and industries, enabling students to apply theoretical knowledge in real-world contexts.
Originality/value
The study highlights the interconnected nature of various data skills and emphasizes the significance of data literacy in navigating the complexities of the digital age labor market. It also sheds light on the role of UICs in codesigning and codelivering curricula to enhance students’ data literacy. The findings provide valuable insights into the practical implications for UICs in preparing students for the data-driven job market.
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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…
Abstract
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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Leanne Bowler, Irene Lopatovska and Mark S. Rosin
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…
Abstract
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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Annette Markham and Riccardo Pronzato
This paper aims to explore how critical digital and data literacies are facilitated by testing different methods in the classroom, with the ambition to find a pedagogical…
Abstract
Purpose
This paper aims to explore how critical digital and data literacies are facilitated by testing different methods in the classroom, with the ambition to find a pedagogical framework for prompting sustained critical literacies.
Design/methodology/approach
This contribution draws on a 10-year set of critical pedagogy experiments conducted in Denmark, USA and Italy, and engaging more than 1,500 young adults. Multi-method pedagogical design trains students to conduct self-oriented guided autoethnography, situational analysis, allegorical mapping, and critical infrastructure analysis.
Findings
The techniques of guided autoethnography for facilitating sustained data literacy rely on inviting multiple iterations of self-analysis through sequential prompts, whereby students move through stages of observation, critical thinking, critical theory-informed critique around the lived experience of hegemonic data and artificial intelligence (AI) infrastructures.
Research limitations/implications
Critical digital/data literacy researchers should continue to test models for building sustained critique that not only facilitate changes in behavior over time but also facilitate citizen social science, whereby participants use these autoethnographic techniques with friends and families to build locally relevant critique of the hegemonic power of data/AI infrastructures.
Originality/value
The proposed literacy model adopts a critical theory stance and shows the value of using multiple modes of intervention at micro and macro levels to prompt self-analysis and meta-level reflexivity for learners. This framework places critical theory at the center of the pedagogy to spark more radical stances, which is contended to be an essential step in moving students from attitudinal change to behavioral change.
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