Data Stories: Co-Designing Curricula and Tools with Teachers to Support Middle School Youth’s Critical Data Literacy through Remixing

通过参与社交媒体网站，年轻人是数据相关主张的狂热创造者和消费者，他们在社交媒体网站上查看、制作和分享内容。他们重新组合内容，建立彼此的视频、动图和表情包来代表和讨论他们关心的话题。然而，在这些平台上的参与可能会导致回音室、错误信息和与现实世界经验脱节的观点的扩散。因此，必须支持青年通过参与全面考虑背景的调查，并对所涉及的人感同身受，培养批评与数据相关的索赔的能力。该项目与中学数学和英语教师一起探索课程和工具的开发，这些课程和工具将利用青少年与数字媒体混合的实践来培养辩论技巧和关键数据素养，这是参与当今劳动力和作为知情公民所必需的。学生将探索社会政治问题，因为他们通过综合数据源和媒体的信息来创建数据故事。该项目将开发课程资源和工具，以支持学生调查、批评、交流和利用数据构建知识的能力。该项目将通过夏季研讨会和全年设计合作，聘请美国4所学校的10名跨领域教师；通过课堂实施，全美有多达30名教师和1300名学生。该项目将开发工具和学习活动，包括搭建和交互设计，以支持青年与文化相关的媒体实践的整合，数据调查的重要性，以及通过重新混合已有的在线材料进行交流。该项目将邀请中学数学和英语教师共同设计和实施技术和课程单元，因为他们的学生使用数据和媒体来调查和回应他们周围的社会政治制度。基于设计的研究方法将为技术和课程的多次迭代提供信息。研究人员将使用混合方法来分析文档、参与者访谈、课堂观察和实施工件，以回答三个研究问题：(1)哪些混合支持可以支持学生的关键数据推理实践？(2)我们如何在不同的课堂环境中支持关键数据讲故事工具的实施？(3)关键数据讲故事工具的再混合功能如何支持学生开发和应用关键数据素养实践？该项目将有助于理解技术如何通过论证和交流将跨学科学习目标联系起来，以支持关键的数据推理实践。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Youth are avid creators and consumers of data-related claims through their participation on social media sites, in which they view, produce, and share content. They remix content, building off one another’s videos, gifs, and memes to represent and discuss topics they care about. However, participation on these same platforms can result in echo chambers, misinformation, and proliferation of perspectives that are detached from real-world experience. Thus, it is essential to support youth in developing the ability to critique data-related claims through engaging in investigations that consider context holistically, and with empathy for the people involved. This project explores the development of curricula and tools with middle school Math and English teachers that will leverage youth’s practices with digital media remixing to develop argumentation skills and the critical data literacies necessary to participate in today’s workforce and as informed citizens. Students will explore sociopolitical issues as they create data stories by synthesizing information across data sources and media. The project will develop curricular resources and tools to support students’ abilities to investigate, critique, communicate and build knowledge with and around data. The project will engage 10 cross-domain teachers in 4 schools across the U.S. through summer workshops and year-round design collaborations; and up to 30 teachers and 1300 students across the United States through classroom implementations.The project will develop tools and learning activities, including scaffolding and interaction design, to support integration of youth’s culturally relevant media practices, criticality in data investigations, and communication through the remixing of preexisting online material. The project will engage middle school math and English teachers in the co-design and implementation of the technology and curricular units as their learners use data and media to investigate and respond to their surrounding sociopolitical systems. A design-based research approach will inform multiple iterations of the technology and curriculum. Researchers will use mixed methods to analyze documentation, participant interviews, classroom observations, and implementation artifacts, to answer three research questions: (1) What remixing affordances can support students’ critical data-reasoning practices?, (2) How can we support the implementation of critical data storytelling tools in diverse classroom contexts?, and (3) How do the remixing affordances of the critical data storytelling tools support students in developing and applying critical data-literacy practices? This project will contribute to an understanding of how technology can connect interdisciplinary learning goals across argumentation and communication to support critical data-reasoning practices.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.