Constructionist approaches to critical data literacy: A review

Increased technological capacity to collect and use data has created both new possibilities for benefiting individuals and societies, and critical questions of what is acceptable and just [31]. Because early definitions of data literacy have often excluded aspects of power, equity, empowerment, and emancipation, children’s learning experiences have focused more on the potential benefits compared to the critical questions. In this review article, we examine the importance of teaching critical data literacy to children as a key aspect of developing fluency with data. Using constructionist principles [67] as a guiding framework, we synthesize 48 educational research and design approaches that engage youth with data projects. We describe how these projects provide students with information about data’s origins and perspectives, and assist them in identifying, analyzing, and presenting data. Finally, we provide design implications and concrete examples on how constructionist approaches can be utilized for teaching critical data literacy.

收集和使用数据的技术能力不断提高，这既为个人和社会带来了新的机遇，也引发了关于什么是可接受的以及公正的关键问题[31]。由于早期的数据素养定义往往不包括权力、公平、赋权和解放等方面，儿童的学习体验更多地侧重于潜在益处，而忽略了关键问题。在这篇综述文章中，我们探讨了向儿童教授批判性数据素养的重要性，将其作为培养数据熟练度的一个关键方面。我们以建构主义原则[67]为指导框架，综合了48种让青少年参与数据项目的教育研究和设计方法。我们描述了这些项目如何为学生提供有关数据来源和观点的信息，并帮助他们识别、分析和呈现数据。最后，我们就如何利用建构主义方法教授批判性数据素养提供了设计启示和具体实例。