Critical datafication literacy – a framework for educating about datafication

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.

Exploration of Domains of Educational Purpose in K-12 Data Literacy Education Research

“…In practice, subjectification can be framed as ways to empower students about how they exist not as the object of what others want from them but by placing matters within their control and granting them the freedom to make their own decisions without imposing external labels or judgments on their behavior. Similar ideas regarding emancipation have been involved in critical data literacy (see e.g., Sander, 2023;Tygel & Kirsch, 2016). Subjectification does not, however, directly mean identity (i.e., "who I am"), which is an alignment of oneself with established traditions, nor about personality, which is a psychological explanation for behavior, but the idea of responding in self-determined ways to situations (Biesta, 2020).…”

“…The social and political dimensions of data call for additional data literacy aspects concerned with such topics as ethics, social justice, and human agency amidst real-life settings that gather personal data for various purposes, quantify subjects into data categories, and influence their decisions (Pronzato & Markham, 2023;Sefton-Green & Pangrazio, 2022). Such approaches have been characterized as "critical data literacy" (e.g., Markham, 2020;Sander, 2023); a distinct viewpoint in data literacy that also pertains to media literacy and multiliteracy. However, the purpose of data literacy is not to replace other literacies but to build upon them, articulating a unique approach that accounts for both skill-centric and emancipatory aspects in data-driven contexts.…”

“…This represents a normative and deterministic view of data (Pangrazio & Sefton-Green, 2020). Such approaches may create a one-sided understanding of data(fication), including blind spots of societal concerns that have been strongly advocated for (e.g., Markham, 2020;Sander, 2023). A promotion of data skills alone is insufficient for exploring contextual matters in data such as whose voices and contributions are being heard and whose are being stifled (e.g., racialization; ST46).…”

“…The literature presented various aspects related to datafication competencies, which have become topical recently due to the changing landscape of data-related concerns both in everyday life (Carmi et al, 2020;Valtonen et al, 2019) as well as in schools (Jarke & Macgilchrist, 2021). There is a recognizable continuum of such critically oriented DLE, starting with general understanding of datafication and proceeding to more reflective approaches while including understandings of one's own role in datafication (see also Sander, 2023;Tygel & Kirsch, 2016). Such qualifications can operate as precursors to data agency, such as safe engagement in data-rich environments (Gstrein & Beaulieu, 2022).…”

“…The changing landscape of data has led to calls for a discerning perspective in K-12 education, often characterized as data literacy education (DLE). While the proliferation of data has begun prompting a need for data-related competencies for, for instance, contemporary job markets (Ridsdale et al, 2015), it has also begun requiring students to face data manifestations in both everyday media (Valtonen et al, 2019) and predictive analytics in schools (Jarke & Macgilchrist, 2021), as well as consider their autonomy in making informed decisions about personal data (Gstrein & Beaulieu, 2022;Sander, 2023). These viewpoints are neatly generalized in Gert Biesta's (2009; account of "good education": a holistic perspective that recognizes the complexity and multifaceted nature of education and prompts scrutinizing its core goals and processes: what is the point of (data literacy) education?…”