From Google Searches to Russian Disinformation:  Adolescent Critical Race Digital Literacy Needs and Skills

Tynes, Brendesha M.; Stewart, Ashley M.; Hamilton, Matthew; Willis, Henry A.

doi:10.18251/ijme.v23i1.2463

Cited by 30 publications

(33 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Healthy data practices in this context include realistic caution and awareness of these nefarious possibilities. Beyond simple “mistrust,” these practices need to develop more robust modes of scepticism, self‐awareness, and proactive stances like those of P1, P5 and P6, and like the activist roles described by Tynes et al (2021).…”

Section: Discussion: Implications For Data Literacy Educationmentioning

confidence: 99%

“…This management, especially of internal resources, is akin to the psychological notion of self-regulation (eg, Azevedo et al, 2017). In particular, in the present analysis we highlight two resources emphasized in research on public engagement with data and online information: trust (Hendriks et al, 2016(Hendriks et al, , 2020Tynes et al, 2021), and emotion (Garcia et al, 2021;Kahan, 2017;Sinatra & Seyranian, 2016). Each is briefly reviewed below.…”

Section: Management Of Resources In Data Literacymentioning

confidence: 97%

“…In this context of problematized trust in information, data literacy must involve more than simple admonitions to rely on trustworthy sources (AUTHOR, 2020; Wineburg et al, 2020). Participating with agency in online information ecologies can involve forming relationships specifically to combat untrustworthy or nefarious actors, including by organizing with trusted others against racist, politically manipulative or unjust deployments of online data (eg, Tynes et al, 2021).…”

Section: Theoretical Framingmentioning

confidence: 99%

See 2 more Smart Citations

Data practices duringCOVID: Everyday sensemaking in a high‐stakes information ecology

Radinsky

Tabak

2022

Brit J Educational Tech

View full text Add to dashboard Cite

How do people reason with data to make sense of the world? What implications might everyday practices hold for data literacy education? We leverage the unique context of the COVID‐19 pandemic to shed light on these questions. COVID‐19 has engendered a complex, multimodal ecology of information resources, with which people engage in high‐stakes sensemaking and decision‐making. We take a relational approach to data literacy, examining how people navigate and interpret data through interactions with tools and other people. Using think‐aloud protocols, a diverse group of people described their COVID‐19 information‐seeking practices while working with COVID‐19 information resources they use routinely. Although participants differed in their disciplinary background and proficiency with data, they each consulted data frequently and used it to make sense of life in the pandemic. Three modes of interacting with data were examined: scanning, looking closer and puzzling through. In each of these modes, we examined the balance of agency between people and their tools; how participants experienced and managed emotions as part of exploring data; and how issues of trust mediated their sensemaking. Our findings provide implications for cultivating more agentic publics, using a relational lens to inform data literacy education. Practitioner notes What is already known about this topic Many people, even those with higher education, struggle with interpreting quantitative data representations. Social and emotional factors influence cognition and learning. People are often overwhelmed by the abundance of available information online. There is a need for data literacy approaches that are humanistic and relational. What this paper adds Everyday data practices can be variable and adaptable, and include engaging with data at different levels: scanning, looking closer, and puzzling through. Each of these modes involves different data practices. People, independently of their quantitative interpretation skills and disciplinary backgrounds, may engage differently with data (eg, avoiding versus delving deeper) based on their emotional responses, level of trust or interpersonal relationships that are evoked by the data. These everyday data practices have implications for people's sense of their own agency with data and involve emotional and trust‐based relationships that shape their interpretations of data. These relational aspects of data literacy suggest productive directions for data literacy education. Implications for practice and/or policy Data literacy can be taught as a process that is inherently relational, for example, by discussing the ways in which learners are personally connected to different data, what emotions these connections evoke, and how that affects the ways in which they attend to, trust and interpret the data. Data literacy education can cultivate a wider range of data practices at a variety of depths of interaction, rather than prioritizing only in‐depth inquiry. It may be helpful to include complex exp...

show abstract

Section: Discussion: Implications For Data Literacy Educationmentioning

confidence: 99%

Section: Management Of Resources In Data Literacymentioning

confidence: 97%

Section: Theoretical Framingmentioning

confidence: 99%

See 1 more Smart Citation

Data practices duringCOVID: Everyday sensemaking in a high‐stakes information ecology

Radinsky

Tabak

2022

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…The application of CRT to the field of education has allowed for a broad systems analysis of educational laws and policies and has faced recurring and renewed resistance from political opponents. These critical analyses of race extend into the online learning space as well; where Tynes et al (2021) put forth critical race digital literacy (CRDL) as a way for youth to understand race-related media and technology. The development of critical consciousness through a systemic analysis of technologies is an inherent feature of Afrofuturist development.…”

Section: Critical Consciousness and Action Are Competencies Taught In...mentioning

confidence: 99%

“…An Afrofuturist Developmental lens leverages the benefits of critical consciousness by highlighting the ways that racism is embedded in technology and how culturally-specific practices with media can serve liberatory purposes for Black youth. For instance, Tynes et al (2021) found that youth, in general, have a wide range of ability levels in detecting racialized mis/disinformation from algorithms, to websites, to social media posts. For Black youth in particular, teachers can begin developing their critical consciousness and CRDL early by providing lessons about algorithmic erasure and bias against Black women, encouraging sound critique of news sites reporting of Black social movements, and vetting information from influential figures and organizations.…”

Section: Critical Consciousness and Action Are Competencies Taught In...mentioning

confidence: 99%

Toward Developmental Science that Meets the Challenges of 2044: Afrofuturist Development Theory, Design and Praxis

Tynes¹,

Coopilton²,

Schuschke³

et al. 2022

Preprint

View full text Add to dashboard Cite

Although demographic trends point towards a “majority-minority” population in the US in the near future, inequities in the career and educational possibilities for Black young people persist. There are also inequities in developmental science, though scholars have contributed important theories, criticism, and research on Black populations that describe these inequitable experiences. To date, however, no theory comprehensively analyzes Black people’s development within technology-enhanced environments that emphasize possible futures. In this chapter we present Afrofuturist Development, a theory, design lens, and praxis for Black child, adolescent, and emerging adult thrival. Afrofuturist Developmental uses of technology include, but go beyond, the transformational to experiences that are spirit-feeding and promotive of wellbeing. We outline how this may be achieved in ten core principles which focus on Black learning and development in homes, schools, communities, online, and at work across developmental stages. We also include a virtual critical game jam as a case study. Findings show how researchers were able to examine the creativity and practices of Black emerging adults using media and technology to project their visions of a liberated Black possible future. Adoption of Afrofuturist Development by educators, employers, practitioners, and researchers can support Black young people in reaching their full potential

show abstract

Co‐constructing meaning: Parents and children navigating digital literacies together

Turner

Stevens

Paciga

et al. 2022

J Adolescent & Adult Lit

View full text Add to dashboard Cite

Digital spaces have become a type of public square where citizens communicate and connect (Gleason & Von Gillern, 2018). Adults and adolescents enter these spaces daily and negotiate new practices and identities (Ito et al., 2009). Although today's teenagers were born into a digital world, they still have much to learn about participating in digital contexts (Turner & Hicks, 2015, 2017, as they learn alongside, or in front of, their parents, who have adopted digital practices as adults.Digital literacy refers to the ability to read, write, and participate in online spaces and includes the awareness, attitude, and ability to use digital texts and tools to locate, organize, manage, evaluate, synthesize, and create digital content (Turner et al., , 2020. Though research has been done on how adolescents engage in digital spaces (e.g., Ito et al., 2009), little understanding exists of how parents and children can learn together about the ecosystems of the Internet. To fill this gap, a group of literacy educators formed a research collective. We explored questions related to digital literacy and negotiated identities of parents, educators, and researchers. As parents with, perhaps, more knowledge than others about how digital spaces work, we sat at an interesting intersection (Garcia et al., 2014), and we approached the research as opportunities to learn alongside our own children by "co-constructing" (O'Byrne et al., 2021) our understandings. In this inquiry, our children were co-researchers in exploring: What happens when parents and children co-construct meaning regarding the challenges and opportunities in using digital technologies? CONCEPTUAL FR AMEWORK / LITER ATURE RE VIE WIn theorizing child-parent research, Abrams et al.

show abstract

From Google Searches to Russian Disinformation: Adolescent Critical Race Digital Literacy Needs and Skills

Cited by 30 publications

References 23 publications

Data practices duringCOVID: Everyday sensemaking in a high‐stakes information ecology

Data practices duringCOVID: Everyday sensemaking in a high‐stakes information ecology

Toward Developmental Science that Meets the Challenges of 2044: Afrofuturist Development Theory, Design and Praxis

Co‐constructing meaning: Parents and children navigating digital literacies together

Contact Info

Product

Resources

About