Developing the DALI Data Literacy Framework for critical citizenry

Autores

DOI:

https://doi.org/10.5944/ried.27.1.37773

Palavras-chave:

Information and Communication Technologies, Literacy, Citizen participation, Information Processing, Model

Resumo

In the current postdigital age, where data has become increasingly ubiquitous, the management of data has emerged as a vital aspect of digital literacies, particularly for active citizenry. This article introduces a Data Literacy framework that emphasizes the importance of an ideological emancipatory vision of data literacy for critical citizenry. The framework provides a comprehensive perspective on the key elements of data literacy and their interrelationships. Grounded Theory served as the foundation for conducting a three-and-a-half round Delphi study involving experts from diverse fields such as data, education, and literacy, across four countries. The outcome of this study is the DALI Data Literacy framework, which encompasses four primary elements. Three of these elements are interconnected and sometimes overlapping: (1) Understanding Data, (2) Acting on Data, and (3) Engaging Through Data. Additionally, there is a cross-cutting element, (4) Ethics & Privacy, which permeates the other three. The DALI framework is flexible and scalable, making it suitable for adaptation across various international, organizational, and educational contexts. Furthermore, the article's conclusions reflect on how the DALI framework can support pedagogical initiatives aimed at promoting data literacy among adults. Its adaptability and scalability make it well-suited for addressing the diverse needs and contexts found within different educational settings and organizations internationally. By incorporating the DALI framework, digital education can evolve to foster critical data literacy skills and empower individuals to navigate and participate meaningfully in the postdigital age.

FULL ARTICLE:
https://revistas.uned.es/index.php/ried/article/view/37773/27942

Downloads

Não há dados estatísticos.

Biografias Autor

Linda Castañeda, Universidad de Murcia, UM (Spain)

Associate Professor of Educational Technology in the Department of Didactics and School Organisation at the University of Murcia and a member of the Educational Technology Research Group at the same institution. Her current research portfolio includes critical perspectives on educational technology, competences for the digital age, strategic approaches to digital transformation in educational institutions, socio-material perspectives on emerging pedagogies and personal learning environments (PLE).

Inmaculada Haba-Ortuño, Universidad de Murcia, UM (Spain)

Research Fellow at the University of Murcia. She holds a masters in Educational Technology and is a Primary School Teacher. She researches about Data Literacy and the use of Technology in Education.

Daniel Villar-Onrubia, Universidad de Cadiz, UCA (Spain)

The work of Daniel Villar-Onrubia focuses on the role of digital media in education and, more generally, on the social implications of information and communication technologies. He is a María Zambrano Research Fellow at the Universidad de Cádiz and before that worked as Innovation Lead at the Disruptive Media Learning Lab of Coventry University. He joined that institution as Online International Learning Programme Manager in 2014, after completing his PhD at the University of Oxford.

Victoria I. Marín, Universitat de Lleida, UDL (Spain)

Senior Research Fellow Ramón y Cajal in the Department of Educational Sciences at the University of Lleida and member of the research team at the same university Competences, Technology and Society in Education (COMPETECS). Ph.D. in Educational Technology: Virtual Learning and Knowledge Management by the University of the Balearic Islands (Spain). 

Gemma Tur, Universitat de les Illes Balears, UIB (Spain)

Associate Professor of the Department of Applied Pedagogy and Educational Psychology of the University of the Balearic Islands (UIB), and researcher in the Group of Educational Technology of the Institute for Educational Innovation and Research (IRIE) of the same university. Her research interests include eportfolios and Personal Learning Environments, digital skills in Teacher Education and for adult learning.

José A. Ruipérez-Valiente, Universidad de Murcia, UM (Spain)

Associate professor at the Department of Information and Communications Engineering of the University of Murcia. His work is focused on learning analytics and educational technology. He has received more than 20 academic/research awards and fellowships, has published more than 100 scientific publications in high-impact venues, and participated in over 25 funded projects and contracts.

Barbara Wasson, University of Bergen (Norway)

Full Professor, University of Bergen, Norway and Director of the Centre for the Science of Learning & Technology (SLATE), the national competence centre for learning analytics funded by the Norwegian Ministry of Education. She is a member of the expert group on AI and Education at the Council of Europe, a member of the Norwegian Government’s expert commission on learning analytics.

Referências

Arnab, S., Clarke, S., & Morini, L. (2019). Co‑Creativity through Play and Game Design Thinking. Electronic Journal of E-Learning, 17(3), Article 3. https://doi.org/10.34190/JEL.17.3.002

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. 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

Australian Bureau of Statistics. (2022). Statistical Language—What are Data? Australian Bureau of Statistics. https://www.abs.gov.au/websitedbs/D3310114.nsf/Home/Statistical+Language+-+what+are+data

Becuwe, H., Roblin, N. P., Tondeur, J., Thys, J., Castelein, E., & Voogt, J. (2017). Conditions for the successful implementation of teacher educator design teams for ICT integration: A Delphi study. Australasian Journal of Educational Technology, 33(2), 159-172. https://doi.org/10.14742/ajet.2789

Bloom, P. (2019). Monitored: Business and Surveillance in a Time of Big Data. Pluto Press.

Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 50. https://doi.org/10.1186/s41239-021-00282-x

Cabero, J. (2013). University teacher training in ICT. application of Delphi method for the selection of training content. Educación XX1, 17(1), 111-131. Scopus. https://doi.org/10.5944/educxx1.17.1.10707

Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356-369. https://doi.org/10.1111/ejed.12345

Calzada-Prado, J., & Marzal, M. Á. (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

Carretero Gomez, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (Scientific Analysis or Review, Technical Guidance KJ-NA-28558-EN-N (online), KJ-NA-28558-EN-C (print), KJ-NA-28558-EN-E (ePub)). Publications Office of the European Union. https://doi.org/10.2760/38842

Chen, Y. (2019). Exploring Design Guidelines of Using User-Centered Design in Gamification Development: A Delphi Study. International Journal of Human–Computer Interaction, 35(13), 1170-1181. https://doi.org/10.1080/10447318.2018.1514823

Chowdhury, T., Holbrook, J., & Rannikmäe, M. (2019). Teachers’ Ownership Towards Using Socio-Scientific Issues for an Active Informed Citizenry. EDULEARN19 Proceedings, 3834-3840. https://doi.org/10.21125/edulearn.2019.0989

Cohen, J. E. (2019). Between Truth and Power: The Legal Constructions of Informational Capitalism. Oxford University Press. https://doi.org/10.1093/oso/9780190246693.001.0001

Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education (Edición: 8). Routledge. https://doi.org/10.4324/9781315456539

Dalkey, N., & Helmer, O. (1963). An Experimental Application of the DELPHI Method to the Use of Experts. Management Science, 9(3), 458–467. https://doi.org/10.1287/mnsc.9.3.458

El-Jarn, H., & Southern, G. (2020). Can co-creation in extended reality technologies facilitate the design process? Journal of Work-Applied Management, 12(2), 191-205. https://doi.org/10.1108/JWAM-04-2020-0022

European Union. (2018). Key Competences for Lifelong Learning (p. 104) [Proposal for a Council Recommendation]. European Commission.

Fake, H., & Dabbagh, N. (2021). The Personalized Learning Interaction Framework: Expert Perspectives on How to Apply Dimensions of Personalized Learning to Workforce Training and Development Programs. Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’21), 501-509. https://doi.org/10.1145/3486011.3486503

Fefer, J. P., De-Urioste Stone, S., Daigle, J., & Silka, L. (2016). Using the Delphi Technique to Identify Key Elements for Effective and Sustainable Visitor Use Planning Frameworks. SAGE Open, 6(2), 2158244016643141. https://doi.org/10.1177/2158244016643141

Fullan, M. (2007). The new meaning of educational change. Teachers College Press.

Guàrdia, L., Romero, M., & Raffaghelli, J. E. (2022). Desarrollo Profesional Docente más allá de la pandemia: Un estudio Delphi sobre el potencial del concepto de ecologías de aprendizaje. Educación, 31(60), Article 60. https://doi.org/10.18800/educacion.202201.004

Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33(2-3), 61-83. https://doi.org/10.1017/S0140525X0999152X

Jääskelä, P., Poikkeus, A.-M., Vasalampi, K., Valleala, U. M., & Rasku-Puttonen, H. (2017). Assessing agency of university students: Validation of the AUS Scale. Studies in Higher Education, 42(11), 2061-2079. https://doi.org/10.1080/03075079.2015.1130693

Jandrić, P., MacKenzie, A., & Knox, J. (2022). Postdigital Research: Genealogies, Challenges, and Future Perspectives. Postdigital Science and Education. https://doi.org/10.1007/978-3-030-97262-2

Kippers, W. B., Poortman, C. L., Schildkamp, K., & Visscher, A. J. (2018). Data literacy: What do educators learn and struggle with during a data use intervention? Studies in Educational Evaluation, 56, 21-31. https://doi.org/10.1016/j.stueduc.2017.11.001

Kluzer, S., & Priego, L. P. (2018). DigComp into action: Get inspired, make it happen. A user guide to the European Digital Competence Framework (JRC110624). Joint Research Centre (Seville site). https://publications.jrc.ec.europa.eu/repository/handle/JRC110624

Linstone, H. A., & Turoff, M. (1975). Delphi Method: Techniques and Applications. Addison-Wesley Educational Publishers Inc.

Lorenz, B., & Kikkas, K. (2014). If I Do Not Like Your Online Profile I Will Not Hire You! In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Technology-Rich Environments for Learning and Collaboration (pp. 429-439). Springer International Publishing. https://doi.org/10.1007/978-3-319-07485-6_42

Louie, J., Stiles, J., Fagan, E., Chance, B., & Roy, S. (2022). Building toward Critical Data Literacy with Investigations of Income Inequality. Educational Technology & Society, 25(4), 142-163. https://www.jstor.org/stable/48695987

Macgilchrist, F., Potter, J., & Williamson, B. (2022). Reading internationally: If citing is a political practice, who are we reading and who are we citing? Learning, Media and Technology, 47(4), 407-412. https://doi.org/10.1080/17439884.2022.2140673

Marin, V. I., & Castañeda, L. (2022). Developing digital literacy for teaching and learning. In Handbook of Open, Distance and Digital Education (pp. 1-20). Springer. https://doi.org/10.1007/978-981-19-0351-9_64-1

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

Markham, A. N., & Pereira, G. (2019). Analyzing public interventions through the lens of experimentalism: The case of the Museum of Random Memory. Digital Creativity, 30(4), 235-256. https://doi.org/10.1080/14626268.2019.1688838

Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and Tools for Digital Literacy Development. Innovation in Teaching and Learning in Information and Computer Sciences, 5(4), 249-267. https://doi.org/10.11120/ital.2006.05040249

McNaught, C., & Lam, P. (2010). Using Wordle as a Supplementary Research Tool. The Qualitative Report, 15(3), 630-643. https://doi.org/10.46743/2160-3715/2010.1167

Meyers, E. M., Erickson, I., & Small, R. V. (2013). Digital literacy and informal learning environments: An introduction. Learning, Media and Technology, 38(4), 355-367. https://doi.org/10.1080/17439884.2013.783597

Nguyen, D. (2021). Mediatisation and datafication in the global COVID-19 pandemic: On the urgency of data literacy. Media International Australia, 178(1), 210-214. https://doi.org/10.1177/1329878X20947563

Okoli, C., & Pawlowski, S. D. (2004). The Delphi method as a research tool: An example, design considerations and applications. Information & Management, 42(1), 15-29. https://doi.org/10.1016/j.im.2003.11.002

Pangrazio, L., & Selwyn, N. (2019). ‘Personal data literacies’: A critical literacies approach to enhancing understandings of personal digital data. New Media & Society, 21(2), 419-437. https://doi.org/10.1177/1461444818799523

Pérez-Escoda, A., García-Ruiz, R., & Aguaded, I. (2019). Dimensions of digital literacy based on five models of development. Cultura y Educacion, 31(2), 232–266. Scopus. https://doi.org/10.1080/11356405.2019.1603274

Raffaghelli, J. E. (2019). Developing A Framework For Educators’ Data Literacy In The European Context: Proposal, Implications And Debate. EDULEARN19 Proceedings, 10520-10530. https://doi.org/10.21125/edulearn.2019.2655

Raffaghelli, J. E., & Stewart, B. (2020). Centering complexity in ‘educators’ data literacy’ to support future practices in faculty development: A systematic review of the literature. Teaching in Higher Education, 25(4), 435-455. https://doi.org/10.1080/13562517.2019.1696301

Salkind, N. J. (2010). Encyclopedia of Research Design. Sage Publications Sage CA: Thousand Oaks, CA. https://doi.org/10.4135/9781412961288

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

Seo, E., Ryu, J., & Hwang, S. (2020). Building key competencies into an environmental education curriculum using a modified Delphi approach in South Korea. Environmental Education Research, 26(6), 890-914. https://doi.org/10.1080/13504622.2020.1733493

Shreiner, T. L., & Dykes, B. M. (2021). Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge. Theory & Research in Social Education, 49(2), 262-306. https://doi.org/10.1080/00933104.2020.1850382

Stewart, B. E. (2023). The problem of the web: Can we prioritize both participatory practices and privacy? Contemporary Educational Technology, 15(1), ep402. https://doi.org/10.30935/cedtech/12668

Sutton, M. (2008). Knowledge citizenship for active informed citizenship. South African Journal of Information Management, 10(4), 5. https://doi.org/10.4102/sajim.v10i4.335

Taffel, S. (2016). Perspectives on the postdigital: Beyond rhetorics of progress and novelty. Convergence, 22(3), 324-338. https://doi.org/10.1177/1354856514567827

Vespestad, M. K., & Smørvik, K. K. (2020). Co-Creation as a Tool to Overcome Cross-Cultural Differences in Educational Experiences? Journal of Hospitality & Tourism Education, 32(3), 156–166. https://doi.org/10.1080/10963758.2019.1685391

Villatoro, S., & de Benito, B. (2021). An Approach to Co-Design and Self-Regulated Learning in Technological Environments. Systematic Review. Journal of New Approaches in Educational Research, 10(2), Article 2. https://doi.org/10.7821/naer.2021.7.646

Westheimer, J., & Kahne, J. (2004). What Kind of Citizen? The Politics of Educating for Democracy. American Educational Research Journal, 41(2), 237-269. https://doi.org/10.3102/00028312041002237

Whitton, N. (2018). Playful learning: Tools, techniques, and tactics. Research in Learning Technology, 26(0). https://doi.org/10.25304/rlt.v26.2035

Wolff, A., Gooch, D., Cavero Montaner, J. J., Rashid, U., & Kortuem, G. (2016). Creating an Understanding of Data Literacy for a Data-driven Society. The Journal of Community Informatics, 12(3), 9–26. https://doi.org/10.15353/joci.v12i3.3275

Yates, S. J., Carmi, E., Lockley, E., Wessels, B., & Pawluczuk, A. (2021). Me and my Big Data: Understanding Citizens Data Literacies Research Report (p. 108) [Research Report]. University of Liverpool. https://www.liverpool.ac.uk/media/livacuk/humanitiesampsocialsciences/meandmybiddata/Understanding,Citizens,Data,Literacies,Research,,Report,Final.pdf

Zuboff, S. (2019). The Age of Surveillance Capitalism. The Fight for a Human Future at the New Frontier of Power. PublicAffairs.

Downloads

Publicado

2024-01-01

Como Citar

Castañeda, L., Haba-Ortuño, I., Villar-Onrubia, D., Marín, V. I., Tur, G., Ruipérez-Valiente, J. A., & Wasson, B. (2024). Developing the DALI Data Literacy Framework for critical citizenry. RIED. Revista Iberoamericana de Educación a Distancia, 27(1), 289–318. https://doi.org/10.5944/ried.27.1.37773

Edição

Vol. 27 N.º 1 (2024): Tendências na Educação Digital

Secção

Estudos e pesquisas

Licença


Creative Commons License

Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.