Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7503
Title: Empowering Students to be Data Literate: The Design and Implementation of a Learning Environment to Foster Critical Data Literacy
Authors: Agesilaou, Andria
Kyza, Eleni A.
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Agesilaou, A. & Kyza, E. A. (2021). Empowering Students to be Data Literate: The Design and Implementation of a Learning Environment to Foster Critical Data Literacy. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 458-465). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Business giants collect and analyze personal data on a massive scale, including those of children’s, to predict behavior and inform algorithmic decision-making. Such efforts reflect a form of “biopower”, allowing control over other people, whose data are exploited. To safeguard children’s data rights, scholars call for the need to empower children through critical data education. In our work we seek to understand how children can be empowered to reflect on the use of their own self-tracking devices and gain a deeper understanding of the political economy. This paper describes the design-based research process of designing an educational intervention that employed the use of activity trackers by elementary school students. This effort helped us peel back the layers of children’s understanding of their own digital traces and supported their engagement in critical discussions. The paper concludes with lessons learned from the implementations on developing learning materials to foster critical data literacy.
URI: https://doi.dx.org/10.22318/icls2021.458
https://repository.isls.org//handle/1/7503
Appears in Collections:ISLS Annual Meeting 2021

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