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We investigate the process of “enlivening” data and what it entails for youth vis-à-vis its relations, mechanisms, and purposes. Using vignettes, we explore enlivening data and datafication as nested concepts. While enlivening data gives learners agency to take action, datafication affords new ways to collect, analyze and present data about oneself. Educators must be attuned to the socio-political historical aspects of learners’ experiences and as informed, be willing to make changes to their shared environments. 

In this related paper set, our goal was to advance a more holistic vision of equity and social justice in science, technology, engineering, and mathematics (STEM) education by drawing attention to an often-overlooked social asset for learners—their families. While families are usually secondary in discussions of equity in STEM education, a growing number of researchers have highlighted the need to consider and partner with families to establish anti-racist, asset-based educational practices in both informal and formal learning environments. In this related paper set, the first two papers directly challenge the ways deficit-based perceptions of families from historically marginalized communities undermine the critical role that family members play in supporting youth STEM engagement, learning, and identity development. In the second two papers, investigators examine how educators and researchers can use insights from families to inform the design of learning environments inside and outside of school. Collectively, the four papers emphasize the critical importance of working with families to address inequities in STEM education and demonstrate the unique opportunities for envisioning new learning possibilities through these partnerships. 

In this related paper set, our goal was to advance a more holistic vision of equity and social justice in science, technology, engineering, and mathematics (STEM) education by drawing attention to an often-overlooked social asset for learners—their families. While families are usually secondary in discussions of equity in STEM education, a growing number of researchers have highlighted the need to consider and partner with families to establish anti-racist, asset-based educational practices in both informal and formal learning environments. In this related paper set, the first two papers directly challenge the ways deficit-based perceptions of families from historically marginalized communities undermine the critical role that family members play in supporting youth STEM engagement, learning, and identity development. In the second two papers, investigators examine how educators and researchers can use insights from families to inform the design of learning environments inside and outside of school. Collectively, the four papers emphasize the critical importance of working with families to address inequities in STEM education and demonstrate the unique opportunities for envisioning new learning possibilities through these partnerships. 

In the summer of 2020, NSTA received the exciting news that it had received a grant from the National Science Foundation to engage in a project to help advance the field of connected STEM learning. The goal of this project was to publish resources in Connected Science Learning (CSL) that would support STEM educators in applying the latest research to the design and delivery of connected STEM learning experiences. This ebook is a culmination of this work.