Critical data literacy in praxis: An open education approach for academic development
DOI:
https://doi.org/10.21556/edutec.2023.85.2851Keywords:
open data, open educational practices, critical data literacy, artificial intelligence, higher educationAbstract
This paper reports the pedagogical approach and outcomes of a series of academic development programmes organised between 2016 and 2022 in different countries, which are grounded in the ethos of open educational practices, critical thinking, citizenship and pedagogy as well as ideas around social justice, data justice and data ethics using Open Data as open educational resources, to enable critical reflections and practical exercises with academics from different regions. Our recommendations and conclusions provide practical advice promoting a dialogue between different stakeholders to facilitate the development of curricula, workshops and resources using an open model for academic development.
Downloads
References
Atenas, J. (2021). 'The Datafied Present and Future'. Data politics and praxis. https://doi.org/10.5281/ZENODO.4698609
Atenas, J., Havemann, L., & Priego, E. (2015). Open Data as Open Educational Resources: Towards transversal skills and global citizenship. Open Praxis, 7(4), 377. https://doi.org/10.5944/openpraxis.7.4.233
Atenas, J., Havemann, L., & Timmermann, C. (2020). Critical literacies for a datafied society: Academic development and curriculum design in higher education. Research in Learning Technology, 28(0). https://doi.org/10.25304/rlt.v28.2468
Atenas, J., Havemann, L., & Timmermann, C. (2023). Reframing data ethics in research methods education: A pathway to critical data literacy. International Journal of Educational Technology in Higher Education, 20(1), 11. https://doi.org/10.1186/s41239-023-00380-y
Ball, S. J. (2015). Education, governance and the tyranny of numbers. Journal of Education Policy, 30(3), 299–301. https://doi.org/10.1080/02680939.2015.1013271
Beetham, H., McGill, L., & Littlejohn, A. (2009). Thriving in the 21st century: Learning Literacies for the Digital Age. http://www.jisc.ac.uk/publications/documents/elearningllidareport.aspx
Braidotti, R. (2016). Posthuman Critical Theory. In D. Banerji & M. R. Paranjape (Eds.), Critical Posthumanism and Planetary Futures (pp. 13–32). Springer India. https://doi.org/10.1007/978-81-322-3637-5_2
Buttiglione, P. L., & Reggi, L. (2015). Il monitoraggio civico delle politiche di coesione e lo sviluppo di comunità civiche. PRISMA Economia-Società-Lavoro., 67206. https://mpra.ub.uni-muenchen.de/67206/
Couldry, N. (2020). Recovering critique in an age of datafication. New Media & Society, 22(7), 1135–1151. https://doi.org/10.1177/1461444820912536
Cronin, C., & MacLaren, I. (2018). Conceptualising open educational practices: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2), 127. https://doi.org/10.5944/openpraxis.10.2.825
Dencik, L., Hintz, A., & Cable, J. (2016). Towards data justice? The ambiguity of anti-surveillance resistance in political activism. Big Data & Society, December, 1–12. https://doi.org/10.1177/2053951716679678
Dencik, L., & Sanchez-Monedero, J. (2022). Data justice. Internet Policy Review, 11(1). https://doi.org/10.14763/2022.1.1615
D'Ignazio, C., & Klein, L. F. (2020). Data Feminism. The MIT Press. https://doi.org/10.7551/mitpress/11805.001.0001
Di Nauta, P., Merola, B., Caputo, F., & Evangelista, F. (2018). Reflections on the Role of University to Face the Challenges of Knowledge Society for the Local Economic Development. Journal of the Knowledge Economy, 9(1), 180–198. https://doi.org/10.1007/s13132-015-0333-9
European Commission. Joint Research Centre. (2022). DigComp 2.2, The Digital Competence framework for citizens: with new examples of knowledge, skills and attitudes. Publications Office. https://data.europa.eu/doi/10.2760/490274
Floridi, L. (2021). Introduction – The Importance of an Ethics-First Approach to the Development of AI. In L. Floridi (Ed.), Ethics, Governance, and Policies in Artificial Intelligence (Vol. 144, pp. 1–4). Springer International Publishing. https://doi.org/10.1007/978-3-030-81907-1_1
Gilardi, S., & Lozza, E. (2009). Inquiry-Based Learning and Undergraduates' Professional Identity Development: Assessment of a Field Research-Based Course. Innovative Higher Education, 34(4), 245–256. https://doi.org/10.1007/s10755-009-9109-0
Gurstein, M. B. (2011). Open data: Empowering the empowered or effective data use for everyone? First Monday, 16(2). https://doi.org/10.5210/fm.v16i2.3316
Heeks, R., & Swain, S. (2018). An Applied Data Justice Framework: Analysing Datafication and Marginalised Communities in Cities of the Global South. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3425885
Holmes, W., Persson, J., Chounta, I. A., Wasson, B. & Dimitrova, V. (2022). Artificial Intelligence and Education: A critical view through the lens of human rights, democracy and the rule of law. Council of Europe. https://rm.coe.int/artificial-intelligence-and-education-a-critical-view-through-the-lens/1680a886bd
hooks, bell. (1994). Teaching to transgress: Education as the practice of freedom. Routledge. https://sites.utexas.edu/lsjcs/files/2018/02/Teaching-to-Transcend.pdf
Johnson, J. A. (2014). From Open Data to Information Justice. Annual Conference of the Midwest Political Science Association, 263–274. https://doi.org/10.1007/s10676-014-9351-8
Kellner, D. (2003). Toward a Critical Theory of Education*. Democracy & Nature, 9(1), 51–64. https://doi.org/10.1080/1085566032000074940
Littlejohn, A., Beetham, H., & McGill, L. (2012). Learning at the digital frontier: A review of digital literacies in theory and practice. Journal of Computer Assisted Learning, 28(6), 547–556. https://doi.org/10.1111/j.1365-2729.2011.00474.x
Louie, J., Stiles, J., Fagan, E., Chance, B., & Roy, S. (2023). Building toward Critical Data Literacy with Investigations of Income Inequality. https://www.jstor.org/stable/48695987
Markham, A. N. (2019). Critical Pedagogy as a Response to Datafication. Qualitative Inquiry, 25(8), 754–760. https://doi.org/10.1177/1077800418809470
Markham, A. N. (2020). Taking Data Literacy to the Streets: Critical Pedagogy in the Public Sphere. Qualitative Inquiry, 26(2), 227–237. https://doi.org/10.1177/1077800419859024
Mezzadra, S., & Neilson, B. (2017). On the multiple frontiers of extraction: Excavating contemporary capitalism. Cultural Studies, 31(2–3), 185–204. https://doi.org/10.1080/09502386.2017.1303425
Pee, S., & Vululleh, N. (2020). Role of Universities in Transforming Society: Challenges and Practices. In E. Sengupta, P. Blesinger, & C. Mahoney (Eds.), International Perspectives on Policies, Practices & Pedagogies for Promoting Social Responsibility in Higher Education (Vol. 32, pp. 67–79). Emerald Publishing Limited. https://doi.org/10.1108/S2055-364120200000032005
Prado, J., & Marzal, M. A. (2013). Incorporating Data Literacy into Information Literacy Programs: Core Competencies and Contents. Libri, 63(2), 123–134. https://doi.org/10.1515/libri-2013-0010
Ramachandran, R., Bugbee, K., & Murphy, K. (2021). From Open Data to Open Science. Earth and Space Science, 8(5). https://doi.org/10.1029/2020EA001562
Sander, I. (2020). What is critical big data literacy and how can it be implemented? Internet Policy Review, 9(2). https://doi.org/10.14763/2020.2.1479
Schäfer, M. T., & Es, van, K. (Eds.). (2017). The Datafied Society. Studying Culture through Data. Amsterdam University Press. https://doi.org/10.5117/9789462981362
Taylor, L. (2017). What is data justice? The case for connecting digital rights and freedoms globally. Big Data & Society, December, 1–14. https://doi.org/10.1177/2053951717736335
UNESCO. (2015). Asia-Pacific Education Research Institutes Network (ERI-Net) regional study on transversal competencies in education policy and practice (phase 1): Regional synthesis report. Unesco Unesco (Bangkok). https://unesdoc.unesco.org/ark:/48223/pf0000231907
Zamorski, B. (2002). Research-led Teaching and Learning in Higher Education: A case. Teaching in Higher Education, 7(4), 411–427. https://doi.org/10.1080/135625102760553919
Downloads
Published
How to Cite
Issue
Section
License
By submitting the paper, the authors assign the publication rights to the journal Edutec. For its part, Edutec authorises its distribution as long as its content is not altered and its origin is indicated. At the end of each article published in Edutec, the citation procedure is indicated.
The management and editorial board of Edutec Revista Electrónica de Tecnología Educativa do not accept any responsibility for the statements and ideas expressed by the authors in their work.
Translated with www.DeepL.com/Translator (free version)
