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Cited by 33Literacy, Media, and EducationLibrary Science and Information LiteracyStatistics Education and Methodologies

Constructionist approaches to critical data literacy: A review

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Dangol, Aayushi, Dasgupta, Sayamindu·2023·Proceedings of the 22nd Annual ACM Interaction Design and Children Conference
DOI 10.1145/3585088.3589367
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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.

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  • Constructionism posits that learning can arise from active creation, the development of socially meaningful artifacts, and the combination of self-reflection and interaction with others.

    “Closely related to constructivism, which tends to focus on learner experience, constructionism posits that learning can arise from active creation, the development of socially meaningful artifacts, and the combination of self-reflection and interaction with others [19].”

    From Responding to Generative AI Technologies with Research-through-Design: The Ryelands AI Lab as an Exploratory Study (2024) · cites this paper as [19]

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Research works printed but not linked: 16

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  9. Eleanor Duckworth (Ed.). 2001. "Tell me more": listening to learners explain. Teachers College Press, New York.
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  16. Philip J. Piety. 2013. Assessing the educational data movement. Teachers College Press, New York.

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Authors
Dangol, A., & Dasgupta, S.
Affiliations
University of Washington (US)
ORCID
Venue
Proceedings of the 22nd Annual ACM Interaction Design and Children Conference
Publisher
ACM
Published
2023-06-19
Pages
112-123
DOI
10.1145/3585088.3589367
OpenAlex
W4380479512
Cited by
33
References
68
Citations by year
2026: 13 · 2025: 11 · 2024: 9
FWCI
225.44
Type
conference paper
Language
en
Open access
Licence
Locations
ACM International Conference on Interaction Design and Children (IDC) (publishedVersion, cc-by-nd)
Topics
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Literacy, Media, and Education
  • Social Sciences › Library and Information Sciences › Library Science and Information Literacy
  • Physical Sciences › Mathematics › Statistics and Probability › Statistics Education and Methodologies
Keywords
critical data literacy, constructionism, data analysis education, data presentation

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