Authoring Data Stories in a Media Makerspace: Adolescents Developing Critical Data Literacies

Autor/in	Stornaiuolo, Amy
Titel	Authoring Data Stories in a Media Makerspace: Adolescents Developing Critical Data Literacies
Quelle	In: Journal of the Learning Sciences, 29 (2020) 1, S.81-103 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stornaiuolo, Amy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2019.1689365
Schlagwörter	Adolescents; Shared Resources and Services; Interdisciplinary Approach; Educational Technology; Technology Uses in Education; Experiential Learning; Student Projects; Multimedia Materials; Art Education; High School Students; Data Use; Data Collection; Data Analysis; Multiple Literacies; Visual Aids; Public Schools; Urban Schools + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gemeinwirtschaft; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Schulprojekt; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Data capture; Datensammlung; Auswertung; Anschauungsmaterial; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This article centers sociocultural and sociopolitical considerations of how young people understand, represent, and use data by presenting findings from a social design research study about how students in a public urban high school authored "data stories" using personal data they curated, collected, and visualized. The study contributes to theoretical understandings of critical data literacies by considering the experiences and practices of adolescents enrolled in a required media arts class as they produced data visualizations drawn from their everyday lives. Findings center on two aspects of critical data literacies youth developed--understanding themselves as people capable of using data for multiple purposes and understanding data as socially situated resources for meaning-making. This study foregrounds the importance of positioning youth as authors and architects of data, making central youth perspectives in understanding the role of data in young people's digitally connected lives and highlighting the importance of expanding what "counts" as data. It also suggests the importance of creating infrastructure to support the development of culturally relevant data practices that highlight the social, cultural, and political uses of data and its racialized dimensions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01