Critical datafication literacy – a framework for educating about datafication
Information and Learning Sciences
ISSN: 2398-5348
Article publication date: 30 November 2023
Issue publication date: 8 April 2024
Abstract
Purpose
In light of a need for more critical education about datafication, this paper aims to develop a framework for critical datafication literacy that is grounded in theoretical and empirical research. The framework draws upon existing critical data literacies, an in-depth analysis of three well-established educational approaches – media literacy, the German “(politische) Bildung” and Freirean “critical pedagogy” – and empirical analyses of online educational resources about datafication.
Design/methodology/approach
The study interconnects theoretical analyses with an empirical mixed methods investigation that includes expert interviews with creators of online educational resources about datafication and a qualitative survey with educators interested in teaching about data technologies.
Findings
The research identified novel findings on the goals of resource creators and educators, such as a focus on empowering and emancipatory approaches, fostering systemic understanding of datafication and encouraging collective action. Such perspectives are rare in existing critical data literacy conceptualisations but show resemblance to traditional education scholarship. This highlights how much can be learnt from practitioners and from these more established educational approaches. Based on these findings, a framework for critical datafication literacy is suggested that aims for systemic understanding of datafication, encouraging critical thinking and enabling learners to make enlightened choices and take different forms of action.
Originality/value
The study is unique in its interconnection of theoretical and empirical research, and it advances previous research by suggesting a grounded framework for critical datafication literacy.
Keywords
Acknowledgements
The doctoral research that this paper reports on has been supported by the Economic and Social Research Council Wales as part of the “Collaborative Doctoral Training Partnership” pathway. The funders played no role in the design, conduct, or reporting of this study. Parts of the study were conducted in cooperation with the NGO Privacy International. While the NGO provided feedback on some methodological decisions, it never tried to exert influence over how the project was designed or the research conducted and played no role in the analysis and reporting of findings.
Citation
Sander, I. (2024), "Critical datafication literacy – a framework for educating about datafication", Information and Learning Sciences, Vol. 125 No. 3/4, pp. 270-292. https://doi.org/10.1108/ILS-06-2023-0064
Publisher
:Emerald Publishing Limited
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