An oldtimer and newcomers telling stories about models using open large datasets

Abstract

Background: We report from a case study of an “oldtimer” and design study with prospective teachers as “newcomers” telling stories about models made with open large datasets (OLDs). Methods: Using a “foraging and design” approach, we present a case study of Hans Rosling, a public health professor who developed a data repository and visualization tools (Gapminder). Drawing on sociolinguistic studies of storytelling, we analyzed Rosling’s TED talks to describe how he structured data, models, and stories in performances. Using findings and materials from this case, we conducted a design study with prospective secondary mathematics and social studies teachers, who used Gapminder to develop their own storytelling performances. We analyzed the oldtimer’s and newcomers’ performances using similar methods. Findings: Our oldtimer and newcomers both invited epistemic, moral, and affective stances as they presented discoveries and challenged audiences’ understandings. Their performances drew upon personal experiences, displayed forms of disciplined perception, and invited critical reflection on what to value in studying global development. Prospective teachers also critiqued Gapminder data and storytelling with OLDs as a trustworthy pedagogical activity. Contribution: Our studies explicate how stories are told about models made with OLDs and how inviting personal relationships toward data can support critical data literacy.