TY - GEN
T1 - Data literacies and social justice
T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
AU - Irgens, Golnaz Arastoopour
AU - Knight, Simon
AU - Wise, Alyssa Friend
AU - Philip, Thomas M.
AU - Olivares, Maria C.
AU - van Wart, Sarah
AU - Vakil, Sepehr
AU - Marshall, Jessica
AU - Parikh, Tapan
AU - Lopez, M. Lisette
AU - Wilkerson, Michelle Hoda
AU - Gutiérrez, Kris
AU - Jiang, Shiyan
AU - Kahn, Jennifer B.
N1 - Publisher Copyright:
© 2020 International Society of the Learning Sciences (ISLS). All rights reserved.
PY - 2020
Y1 - 2020
N2 - The ability to interpret, evaluate, and make data-based decisions is critical in the age of big data. Normative scripts around the use of data position them as a privileged epistemic form conferring authority through objectivity that can serve as a lever for effecting change. However, humans and materials shape how data are created and used which can reinscribe existing power relations in society at large (Van Wart, Lanouette & Parikh, 2020). Thus, research is needed on how learners can be supported to engage in critical data literacies through sociocultural perspectives. As a field intimately concerned with data-based reasoning, social justice, and design, the learning sciences is well-positioned to contribute to such an effort. This symposium brings together scholars to present theoretical frameworks and empirical studies on the design of learning spaces for critical data literacies. This collection supports a larger discussion around existing tensions, additional design considerations, and new methodologies.
AB - The ability to interpret, evaluate, and make data-based decisions is critical in the age of big data. Normative scripts around the use of data position them as a privileged epistemic form conferring authority through objectivity that can serve as a lever for effecting change. However, humans and materials shape how data are created and used which can reinscribe existing power relations in society at large (Van Wart, Lanouette & Parikh, 2020). Thus, research is needed on how learners can be supported to engage in critical data literacies through sociocultural perspectives. As a field intimately concerned with data-based reasoning, social justice, and design, the learning sciences is well-positioned to contribute to such an effort. This symposium brings together scholars to present theoretical frameworks and empirical studies on the design of learning spaces for critical data literacies. This collection supports a larger discussion around existing tensions, additional design considerations, and new methodologies.
UR - http://www.scopus.com/inward/record.url?scp=85102941421&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85102941421&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85102941421
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 406
EP - 413
BT - 14th International Conference of the Learning Sciences
A2 - Gresalfi, Melissa
A2 - Horn, Ilana Seidel
PB - International Society of the Learning Sciences (ISLS)
Y2 - 19 June 2020 through 23 June 2020
ER -