Critical data literacy in praxis: An open education approach for academic development

Javiera Atenas; Leo Havemann; Virginia Rodés; Manuel Podetti

doi:10.21556/edutec.2023.85.2851

Autores/as

Javiera Atenas University of Suffolk (Reino Unido) https://orcid.org/0000-0001-5006-529X
Leo Havemann University College London (Reino Unido) https://orcid.org/0000-0003-1843-4483
Virginia Rodés Tecnológico de Monterrey (México) https://orcid.org/0000-0002-7229-4998
Manuel Podetti Universidad de la Republica (Uruguay) https://orcid.org/0000-0003-0739-5984

DOI:

https://doi.org/10.21556/edutec.2023.85.2851

Palabras clave:

Datos abiertos; prácticas educativas abiertas; alfabetización crítica en datos; inteligencia artificial; educación superior, datos abiertos, prácticas educativas abiertas, alfabetización crítica en datos, inteligencia artificial, educación superior

Resumen

Este artículo presenta el enfoque pedagógico y los resultados de una serie de cursos de desarrollo docente llevados a cabo entre 2016 y 2022 en diferentes países, basados en prácticas educativas abiertas, pensamiento crítico, ciudadanía y pedagogía crítica, así como en ideas sobre justicia social, justicia de datos y ética de datos, utilizando datos abiertos como recursos educativos abiertos para facilitar reflexiones críticas y ejercicios prácticos con docentes de diferentes regiones. Nuestras recomendaciones y conclusiones tienen como objetivo brindar consejos prácticos y promover un diálogo entre diferentes actores para facilitar el desarrollo de planes de estudio, talleres y recursos utilizando un modelo abierto para la formación docente.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

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