Understanding critical data literacy beyond data skills - A workshop for the GO_GN Network
Authors/Creators
- 1. University of Suffolk
- 2. UCL - the Open University
- 3. University of Ulm
- 4. Bath Spa University
Description
In this session we will be showcasing an OER on critical data literacy developed for our project, Data, Politics and Praxis which seeks to enhance understanding of data as complex, dynamic, and political. We are inspired by the idea of a just, open and participatory society (Buttliglione and Reggi, 2015; Dalton et al.2016; Dencik et al., 2019), where citizens have agency in how data is used and can participate in the society as we are concerned about the ‘data divide’, between those who collect and control data, and those who are simply data points. (Franklin, 1999; Baack, 2015; Gurstein, 2011).
Our work in grounded in the idea of using data as a mean to develop citizenship and employability skills, and in the concept of ethic as a method, as in this datafied society, these are core skills to participate in any decision-making process and exercising our rights as citizens and consumers, fostering an open pedagogical approach that embeds tools that allow us to understand and challenge our interactions with data-driven systems and with data in general (Johnson, 2014; Atenas et al. 2015; Baack, 2015; Reggi and Dawes, 2016; Manca et al., 2017; Van Es and Schaffer, 2017; Markham, 2018; Atenas and Havemann, 2019; Atenas et al., 2020; McKiernan and Medina Gómez, 2021; Bhargava et al., 2021).
The OER contains a large number of materials in various formats, including lessons, webinar recording, workshop materials, podcasts and a reflective tool for anyone engaging with the use of this datapraxis.net, we aim at engage researchers and practitioners in using the resources provided and in sharing their experiences in using them.
Files
Understanding critical data literacy.pptx.pdf
Additional details
References
- Atenas, J. & Havemann, L. (eds) (2015) Open Data as Open Educational Resources: Case Studies of Emerging Practice.
- Atenas, J. & Havemann, L. (2019) Open data and education, in The State of Open Data: Histories and Horizons.
- Atenas, J., Havemann, L. & Priego, E. (2015) Open data as open educational resources: towards transversal skills and global citizenship.
- Manca, A., Atenas, J., Ciociola, C., & Nascimbeni, F. (2017) Critical pedagogy and open data for educating towards social cohesion.
- Timmermann, C. (2014) An assessment of prominent proposals to amend intellectual property regimes using a human rights framework.
- Timmermann, C. (2017) Language impairment and legal literacy: is a degree of perfectionism unavoidable?.
- Timmermann, C. (2018) Contributive justice: an exploration of a wider provision of meaningful work.
- Atenas, J., Havemann, L., & Timmermann, C. (2020). Critical literacies for a datafied society: academic development and curriculum design in higher education.
- Mittelstadt, B. D., Allo, P., Taddeo, M., Wachter, S., & Floridi, L. (2016). The ethics of algorithms.
- D'ignazio, C., & Klein, L. F. (2020). Data feminism.
- Markham, A. N., Tiidenberg, K., & Herman, A. (2018). Ethics as methods: doing ethics in the era of big data research—introduction.
- Kukutai, T., & Taylor, J. (2016). Indigenous data sovereignty: Toward an agenda.
- Hagendorff, T. (2020) The Ethics of AI Ethics: An Evaluation of Guidelines.
- Bezuidenhout, L., Quick, R., & Shanahan, H. (2020). Ethics when you least expect it: a modular approach to short course data ethics instruction.