在推测性青年参与行动研究课程中探索有关数据化的其他论述

IF 1.6 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE
Ezequiel Aleman
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引用次数: 0

摘要

目的 本文旨在解决在设计教育方法时,由于数字平台的模糊性,使青少年无法发展出挑战关于数据在其生活中的作用的主流叙事的话语,从而在数据扫盲中应用批判性方法的局限性。本研究的目的是提出并评估一种批判性的数据扫盲方法,这种方法采用推测性参与式研究方法,为青年提供了发展替代性话语的机会,使他们有能力从社会文化的角度接触数据。 设计/方法/途径 这是一项多案例研究,涉及乌拉圭的五所替代学校,这五所学校在十周内实施了 Nayah-Irú 课程,并开发了六个关于数据在青少年生活中的具体化的不同研究项目。根据青年参与式行动研究(YPAR)认识论和推测性公民素养的原则,该课程结合了另类现实游戏(ARG),让青年参与批判性数据素养的学习。 研究结果 本研究的结果强调了在发展有关数据化的替代性话语时,将推理故事与现实生活经验相结合。分析表明,青少年中存在话语封闭的情况,但通过课程中的推理小说元素(如 Nayah-Irú 的叙述),情感联系得以形成,从而提高了参与度、批判性探究和问题框架。 研究局限性/启示 对 Nayah-Irú 课程进行的研究表明,该课程为青少年提供了在另一个世界中参与分析其个人数据素养的机会,从而有效地吸引了青少年和教育工作者参与批判性数据素养的学习。将推测性方法引入数据素养可以开辟新的途径,与青少年一起探索数据素养,使他们的声音更加集中,帮助他们克服不同形式的话语封闭。 原创性/价值 本研究为批判性数据素养教育提供了新的见解,它将青年参与式行动研究认识论与推测性素养框架相结合,支持青年就数据在其生活中的作用发展替代性话语。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring alternative discourses about datafication in a speculative youth participatory action research curriculum
Purpose This paper aims to address the limitations in designing educational approaches that apply critical approaches to data literacy, given the obscure nature of digital platforms, which leave youth unable to develop discourses that challenge dominant narratives about the role of data in their lives. The purpose of this study is to propose and evaluate a critical data literacy approach that empowers youth to engage with data from a sociocultural perspective using a speculative participatory research approach that affords opportunities to develop alternative discourses. Design/methodology/approach This is a multiple-case study that involves five alternative schools in Uruguay which implemented the Nayah-Irú curriculum over ten weeks leading to the development of six distinct research projects about the materialization of data in youth lives. The curriculum incorporates an alternate reality game (ARG) to engage youth in critical data literacy, based on the principles of Youth Participatory Action Research (YPAR) epistemology and Speculative Civic Literacies. Findings The findings of this study highlight the integration of speculative storytelling and real-life experiences in developing alternative discourses about datafication. The analysis revealed instances of discursive closure among the youth, but through the curriculum's speculative fiction elements, such as the narrative of Nayah-Irú, emotional connections were formed, leading to increased engagement, critical inquiry, and problem framing. Research limitations/implications The study conducted on the Nayah-Irú curriculum shows its effectiveness in engaging youth and educators in critical data literacy by affording opportunities for youth to engage in the analysis of their personal data literacies in an alternative world. Bringing speculative approaches to data literacy can open new avenues for exploring data literacy with youth in ways that center their voices and help them overcome different forms of discursive closure. Originality/value This study offers new insights into critical data literacy education blending youth participatory action research epistemologies with a speculative literacies framework to support youth in developing alternative discourses regarding the role of data in their lives.
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来源期刊
Information and Learning Sciences
Information and Learning Sciences INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
9.50
自引率
2.90%
发文量
30
期刊介绍: Information and Learning Sciences advances inter-disciplinary research that explores scholarly intersections shared within 2 key fields: information science and the learning sciences / education sciences. The journal provides a publication venue for work that strengthens our scholarly understanding of human inquiry and learning phenomena, especially as they relate to design and uses of information and e-learning systems innovations.
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