Data (Il)Literacy Education as a Hidden Curriculum of the Datafication of Education

Autor/in	Mertala, Pekka
Titel	Data (Il)Literacy Education as a Hidden Curriculum of the Datafication of Education
Quelle	In: Journal of Media Literacy Education, 12 (2020) 3, S.30-42 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8715
Schlagwörter	Data; Multiple Literacies; Hidden Curriculum; Information Sources; Data Collection; Data Analysis; Credibility + Suchen Sie Ihr Suchwort? Daten; Heimlicher Lehrplan; Information source; Informationsquelle; Data capture; Datensammlung; Auswertung; Glaubwürdigkeit
Abstract	This position paper uses the concept of "hidden curriculum" as a heuristic device to analyze everyday data-related practices in formal education. Grounded in a careful reading of the theoretical literature, this paper argues that the everyday data-related practices of contemporary education can be approached as functional forms of data literacy education: deeds with unintentional educational consequences for students' relationships with data and datafication. More precisely, this paper suggests that everyday data-related practices represent data as cognitive authority and naturalize the routines of all-pervading data collection. These routines lead to what is here referred to as "data (il)literacy" -- an uncritical, one-dimensional understanding of data and datafication. Since functional data (il)literacy education takes place subconsciously, it can be conceptualized as a form of hidden curriculum, an idea that refers to lessons taught and learned but not consciously intended to be so. (As Provided).
Anmerkungen	National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: https://digitalcommons.uri.edu/jmle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01