Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge

Shreiner, Tamara L.; Dykes, B. M.

doi:10.1080/00933104.2020.1850382

Cited by 21 publications

(15 citation statements)

References 79 publications

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“…Unfortunately, recent research suggests that social studies teachers do not often teach data literacy and do not feel they have adequate background knowledge or training to do so effectively (Shreiner and Dykes, 2020). However, there are early indications that with targeted professional learning opportunities, teachers’ confidence in their knowledge and abilities, and their willingness to teach data literacy, markedly improve (Shreiner et al , 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Recent research indicates that teachers recognize teaching data literacy in social studies is important (Shreiner and Dykes, 2020). Yet, teachers also report feeling unprepared to teach data literacy, and that they lack sufficient resources.…”

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confidence: 99%

“…Yet, teachers also report feeling unprepared to teach data literacy, and that they lack sufficient resources. This is particularly true among novice teachers—those with five or fewer years of experience—who have not built up the knowledge, skills and resources for effective teaching of data literacy that their more experienced counterparts have (Shreiner and Dykes, 2020). Without explicit training on teaching data literacy in their pre-service preparation, newer teachers also may be unaware that standards and standardized tests emphasize the use of data visualizations.…”

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confidence: 99%

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A lesson in missed opportunities: examining the use of data visualizations in online history lessons

Finholm

Shreiner

2022

SSRP

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Purpose Over the last several decades, individuals have had access to and encountered more data than ever before. Data can be used to persuade people how to vote, support policies, adopt arguments or agendas and buy products. Data directly relate to our everyday lives including our finances, careers, educational performance and health. Therefore, it is more critical than ever for individuals and students to become data literate. This article presents a study examining the use of data visualizations in K-12 history lessons from eight popular online curricular resources.Design/methodology/approach The method employed was content analysis of 1,356 lesson plans across the eight websites.Findings About a third of the history lessons reviewed contained data visualizations, but there were mixed results across websites as to whether lesson plans provided guidance on data literacy instruction.Practical implications Because online lesson plans frequently miss opportunities to use data visualizations to deepen students’ understanding and support data literacy skills, teachers need to be aware of missed opportunities and consider ways to enhance or revise the lessons.Originality/value This study provides insight into the likelihood that history lessons found on popular online curriculum websites will support data literacy instruction. The lack of pedagogical guidance in such curricular resources underscores the importance of including data literacy in teacher education and professional development.

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A lesson in missed opportunities: examining the use of data visualizations in online history lessons

Finholm

Shreiner

2022

SSRP

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“…Another approach is to involve full groups of students in body-scale data visualizations as may be done on a classroom-sized floor map (Rubel et al, 2016) or be organized as a timeline on a library floor (Kahn, 2020). Bringing people together who may not traditionally identify as doing data work, such as art teachers (Matuk et al, 2021), social studies teachers (Shreiner & Dykes, 2020), and librarians (Fontichiaro, 2020) so that different perspectives and practices can be explored is another.…”

Section: Embrace Pluralismmentioning

confidence: 99%

Taking data feminism to school: A synthesis and review of pre‐collegiate data science education projects

Lee

Pimentel

Bhargava

et al. 2022

Brit J Educational Tech

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As the field of K‐12 data science education continues to take form, humanistic approaches to teaching and learning about data are needed. Data feminism is an approach that draws on feminist scholarship and action to humanize data and contend with the relationships between data and power. In this review paper, we draw on principles from data feminism to review 42 different educational research and design approaches that engage youth with data, many of which are educational technology intensive and bear on future data‐intensive educational technology research and design projects. We describe how the projects engage students with examining power, challenging power, elevating emotion and lived experience, rethinking binaries and hierarchies, embracing pluralism, considering context, and making labour visible. In doing so, we articulate ways that current data education initiatives involve youth in thinking about issues of justice and inclusion. These projects may offer examples of varying complexity for future work to contend with and, ideally, extend in order to further realize data feminism in K‐12 data science education. What is already known about this topic Data feminism is an emergent framework for changing data practices and discourse in service of equity and justice. Data science education is rapidly growing as a topic of interest in the educational technology research and design communities. Many educational technology and design projects have been launched and shared in publications that preceded the widespread distribution of the data feminism framework. What this paper adds Data feminism is partially re‐articulated in terms familiar to educational technology research communities. Prior and recent projects are organized with respect to how they illustrate potential connections to core data feminism principles. This paper identifies specific strategies that recent projects have used that have potential for realizing data feminism principles. Implications for practice and/or policy Educational technologists can use the re‐articulated principles of data feminism for education to inform their future design work. Tractable steps to achieve data justice that are attainable within existing educational systems can be pursued. Communities can and should bring together multiple ways of knowing to support new educational practices and futures with data.

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“…assumptions that data visualizations are easy to read (Shah & Hoeffner, 2002), but it is more likely that teachers feel they lack the knowledge, preparation and resources to teach data literacy effectively (Shreiner & Dykes, 2021).…”

Section: Practitioner Notesmentioning

confidence: 99%

The information won't just sink in: Helping teachers provide technology‐assisted data literacy instruction in social studies

Shreiner

Guzdial

2022

Brit J Educational Tech

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In this study, support for teaching data literacy in social studies is provided through the design of a pedagogical support system informed by participatory design sessions with both pre‐service and in‐service social studies teachers. It provides instruction on teaching and learning data literacy in social studies, examples of standards‐based lesson plans, made‐to‐purpose data visualization tools and minimal manuals that put existing online tools in a social studies context. Based on case studies of eleven practicing teachers, this study provides insight into features of technology resources that social studies teachers find usable and useful for using data visualizations as part of standards‐ and inquiry‐based social studies instruction, teaching critical analysis of data visualizations and helping students create data visualizations with online computing tools. The final result, though, is that few of our participating teachers have yet adopted the provided resources into their own classrooms, which highlights weaknesses of the technology acceptance model for describing teacher adoption. What is already known about this topic Data literacy is an important part of social studies education in the United States. Most teachers do not teach data literacy as a part of social studies. Teachers may adopt technology to help them teach data literacy if they think it is useful and usable. What this paper adds Educational technology can help teachers learn about data literacy in social studies. Social studies teachers want simple tools that fit with their existing curricula, give them new project ideas and help students learn difficult concepts. Making tools useful and usable does not predict adoption; context plays a large role in a social studies teachers' adoption. Implications for practice and/or policy Designing purpose‐built tools for social studies teachers will encourage them to teach data literacy in their classes. Professional learning opportunities for teachers around data literacy should include opportunities for experimentation with tools. Teachers are not likely to use tools if they are not accompanied by lesson and project ideas.

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Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge

Cited by 21 publications

References 79 publications

A lesson in missed opportunities: examining the use of data visualizations in online history lessons

A lesson in missed opportunities: examining the use of data visualizations in online history lessons

Taking data feminism to school: A synthesis and review of pre‐collegiate data science education projects

The information won't just sink in: Helping teachers provide technology‐assisted data literacy instruction in social studies

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