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Abstract In this study, support for teaching data literacy in social studies is provided through the design of a pedagogical support system informed by participatory design sessions with both pre‐service and in‐service social studies teachers. It provides instruction on teaching and learning data literacy in social studies, examples of standards‐based lesson plans, made‐to‐purpose data visualization tools and minimal manuals that put existing online tools in a social studies context. Based on case studies of eleven practicing teachers, this study provides insight into features of technology resources that social studies teachers find usable and useful for using data visualizations as part of standards‐ and inquiry‐based social studies instruction, teaching critical analysis of data visualizations and helping students create data visualizations with online computing tools. The final result, though, is that few of our participating teachers have yet adopted the provided resources into their own classrooms, which highlights weaknesses of the technology acceptance model for describing teacher adoption. Practitioner notesWhat is already known about this topicData literacy is an important part of social studies education in the United States.Most teachers do not teach data literacy as a part of social studies.Teachers may adopt technology to help them teach data literacy if they think it is useful and usable.What this paper addsEducational technology can help teachers learn about data literacy in social studies.Social studies teachers want simple tools that fit with their existing curricula, give them new project ideas and help students learn difficult concepts.Making tools useful and usable does not predict adoption; context plays a large role in a social studies teachers' adoption.Implications for practice and/or policyDesigning purpose‐built tools for social studies teachers will encourage them to teach data literacy in their classes.Professional learning opportunities for teachers around data literacy should include opportunities for experimentation with tools.Teachers are not likely to use tools if they are not accompanied by lesson and project ideas.
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Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations
Abstract Data‐art inquiry is an arts‐integrated approach to data literacy learning that reflects the multidisciplinary nature of data literacy not often taught in school contexts. By layering critical reflection over conventional data inquiry processes, and by supporting creative expression about data, data‐art inquiry can support students' informal inference‐making by revealing the role of context in shaping the meaning of data, and encouraging consideration of the personal and social relevance of data. Data‐art inquiry additionally creates alternative entry points into data literacy by building on learners' non‐STEM interests. Supported by technology, it can provide accessible tools for students to reflect on and communicate about data in ways that can impact broader audiences. However, data‐art inquiry instruction faces many barriers to classroom implementation, particularly given the tendency for schools to structure learning with disciplinary silos, and to unequally prioritize mathematics and the arts. To explore the potential of data‐art inquiry in classroom contexts, we partnered with arts and mathematics teachers to co‐design and implement data‐art inquiry units. We implemented the units in four school contexts that differed in terms of the student population served, their curriculum priorities, and their technology infrastructure. We reflect on participant interviews, written reflections, and classroom data, to identify synergies and tensions between data literacy, technology, and the arts. Our findings highlight how contexts of implementation shape the possibilities and limitations for data‐art inquiry learning. To take full advantage of the potential for data‐art inquiry, curriculum design should account for and build on the opportunities and constraints of classroom contexts. Practitioner notesWhat is already known about this topicArts‐integrated instruction has underexplored potential for promoting students' data literacy, including their appreciation for the role of context and real‐world implications of data and for the personal and social relevance of data.Arts‐integrated instruction is difficult to implement in school contexts that are constrained by disciplinary silos.What this paper addsDescriptions of four data‐art inquiry units, which take an arts‐integrated approach to data literacy.Examples of the synergies and tensions observed between data literacy, technology, and the arts during classroom implementation in four different schools.Reflections on the role of school contexts in shaping disciplinary synergies and tensions.Implications for practice and/or policyArts‐integration offers opportunities for data literacy learning.Consideration of the unique resources and constraints of classroom contexts is critical for fulfilling the promises of data‐art inquiry learning.There is a need to develop school support specific to arts‐integrated data literacy instruction.
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- Award ID(s):
- 1908030
- PAR ID:
- 10444956
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- British Journal of Educational Technology
- Volume:
- 53
- Issue:
- 5
- ISSN:
- 0007-1013
- Format(s):
- Medium: X Size: p. 1159-1178
- Size(s):
- p. 1159-1178
- Sponsoring Org:
- National Science Foundation
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