Constructionist approaches to critical data literacy: A review

Abstract

Increased technological capacity to collect and use data has created both new possibilities for benefiting individuals and societies, and critical questions of what is acceptable and just [31]. Because early definitions of data literacy have often excluded aspects of power, equity, empowerment, and emancipation, children’s learning experiences have focused more on the potential benefits compared to the critical questions. In this review article, we examine the importance of teaching critical data literacy to children as a key aspect of developing fluency with data. Using constructionist principles [67] as a guiding framework, we synthesize 48 educational research and design approaches that engage youth with data projects. We describe how these projects provide students with information about data’s origins and perspectives, and assist them in identifying, analyzing, and presenting data. Finally, we provide design implications and concrete examples on how constructionist approaches can be utilized for teaching critical data literacy.