Critical data literacy in praxisAn open education approach for academic development

  1. Atenas, Javiera 1
  2. Havemann, Leo 2
  3. Rodés, Virginia 3
  4. Podetti, Manuel 4
  1. 1 University of Suffolk (United Kingdom)
  2. 2 University College London (United Kingdom)
  3. 3 Tecnológico de Monterrey (Mexico)
  4. 4 Universidad de la República
    info

    Universidad de la República

    Montevideo, Uruguay

    ROR https://ror.org/030bbe882

Mostrar afiliaciones +
Revista:
Edutec: Revista electrónica de tecnología educativa

ISSN: 1135-9250

Año de publicación: 2023

Título del ejemplar: Prácticas educativas abiertas en educación superior

Número: 85

Páginas: 49-67

Tipo: Artículo

DOI: 10.21556/EDUTEC.2023.85.2851 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Edutec: Revista electrónica de tecnología educativa

Objetivos de desarrollo sostenible

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.  

Referencias bibliográficas

  • 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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/ DOI: https://doi.org/10.3280/PRI2015-001007
  • Couldry, N. (2020). Recovering critique in an age of datafication. New Media & Society, 22(7), 1135–1151. https://doi.org/10.1177/1461444820912536 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: https://doi.org/10.1080/135625102760553919
Fuente de los datos: Dialnet