Data Literacy with, for, and by Youth: Exploring How Teens Co-Design After-School Programs as Sites of Critical Data Practice

年轻人以社交媒体帖子的形式生成数据，他们可能会理解这些数据可以被其他人用于多种目的。然而，他们可能不太可能知道其他个人数据，例如与购物模式或医疗访问相关的记录，也可以被跟踪，分析和使用。因此，今天的年轻人在他们理解和批判性质疑多种类型的数据实践的能力方面有着个人利益。该项目将促进了解非正规教育组织如何在以数据为中心的世界中增强年轻人的权能。普拉特研究所将与纽约市的公共图书馆合作，开发一个支持非正式环境中关键数据扫盲的模型。关键数据素养包括在整个数据生命周期中批判数据做法的能力;在网络基础设施和社会趋势等更广泛的背景下分析数据的能力;以及使用数据回答问题并实现对个人有意义和重要的目的的能力。为了开发一种支持关键数据素养的非正式教育模式，项目团队将与图书馆的青少年共同设计数据素养课程。这些数据素养课程将为青少年提供机会，在他们认为对他们重要的问题的背景下参与关键数据实践和调查。项目团队将研究支持青年共同设计关键数据素养计划的方法。该项目将产生一个由青年驱动的教育计划模型，该计划可以在全国范围内的图书馆和非正式环境中推广和实施，最终目的是培养一个更有能力的、有数据素养的公民。该项目将招募25名13-17岁的青少年，包括来自代表性不足群体的青少年，在公共图书馆共同设计和实施4到6个90分钟的关键数据扫盲课程。研究小组将使用基于设计的参与式研究来研究共同设计的过程，他们将通过另外三个25名青少年的队列来改进这个共同设计过程。本研究将回答以下三个研究问题：（1）如何在公共图书馆的社会历史背景下以与年轻人对话的方式支持关键数据素养？(2)协同设计的启示如何支撑关于关键数据素养的有意义的非正式学习？(3)年轻人创造的设计和产品对关键数据素养方面的持续参与和学习有什么影响？为了回答这些问题，研究团队将使用主题和描述性编码来分析数据源，例如青少年和图书馆工作人员的访谈和焦点小组，关键数据素养会议的观察，青年生成的工件以及青年参与者的调查。将通过专业网络、会议和期刊，向非正规教育工作者、教育研究人员和信息科学家广泛传播经验研究结果，并将向非正规科学教育从业人员广泛传播共同设计模式。该项目由高级非正式STEM学习（AISL）计划资助。作为其整体战略的一部分，以加强在非正式环境中的学习，AISL计划旨在推进新的方法，并以证据为基础的理解，在非正式环境中的STEM学习的设计和开发。这包括提供多种途径，以扩大获得和参与STEM学习经验，推进创新研究和评估的STEM学习在非正式环境中，并发展的理解，更深层次的学习参与者。该奖项反映了NSF的法定使命，并已被认为是值得通过评估使用基金会的智力价值和更广泛的影响力审查标准的支持。

Youth generate data in the form of social media posts, and they are likely to understand that these data can be used by others for multiple purposes. However, they may be less likely to know that other personal data, such as records related to shopping patterns or medical visits, can also be tracked, analyzed, and used. Consequently, today's young people have a personal stake in their ability to understand and critically question multiple types of data practices. This project will advance knowledge regarding how informal educational organizations can empower young people in a data-centric world. In partnership with public libraries in New York City, Pratt Institute will develop a model for supporting critical data literacy in informal settings. Critical data literacy includes the ability to critique data practices throughout the data life cycle; to situate data within broader contexts such as cyberinfrastructures and societal trends; and to use data to answer questions and to achieve purposes that are personally meaningful and important. To develop a model of informal education that supports critical data literacy, the project team will co-design data literacy sessions with teenagers in libraries. These data literacy sessions will provide teens with opportunities to engage in critical data practices and inquiry in the context of issues they identify as being important to them. The project team will conduct research on the methods that support youths' co-design of critical data literacy programs. This project will result in a model of a youth-driven educational program that can be scaled and enacted in libraries and informal settings nationwide, with the ultimate purpose of fostering a more empowered, data-literate citizenry. The project will recruit 25 teenagers ages 13-17, including those from underrepresented groups, to co-design and implement four to six 90-minute critical data literacy sessions in a public library. The research team will use design-based participatory research to study the process of co-design, and they will improve this co-design process with three additional cohorts of 25 teenagers each. This study will answer the following three research questions: (1) How can critical data literacy be supported within the sociohistorical context of the public library in ways that speak to young people? (2) How can the affordances of co-design scaffold meaningful informal learning about critical data literacy? (3) What do the designs and artifacts created by young people say about sustained engagement and learning with regard to facets of critical data literacy? To answer these questions, the research team will use thematic and descriptive coding to analyze data sources such as interviews and focus groups with teens and library staff, observations of critical data literacy sessions, youth-generated artifacts, and surveys with youth participants. Empirical findings will be disseminated widely through professional networks, conferences, and journals for informal educators, educational researchers, and information scientists, and the co-design model will be disseminated widely to practitioners of informal science education. This project is funded by the Advanced Informal STEM Learning (AISL) program. As part of its overall strategy to enhance learning in informal environments, the AISL program seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants.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.