Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge

2020 ◽  
pp. 1-45
Author(s):  
Tamara L. Shreiner ◽  
B. M. Dykes
Keyword(s):  
Social Studies ◽  
Literacy Practices ◽  
Data Literacy ◽  
Data Visualizations

Building a data literate citizenry: how US state standards address data and data visualizations in social studies

2020 ◽  
Vol 121 (11/12) ◽  
pp. 909-931
Author(s):  
Tamara L. Shreiner
Keyword(s):  
Social Studies ◽  
State Standards ◽  
Critical Approach ◽  
Quality Of Data ◽  
Content Type ◽  
Data Literacy ◽  
Grade Levels ◽  
Address Data ◽  
The Usa ◽  
Data Visualizations

Purpose Data literacy – the ability to read, analyze, interpret, evaluate and argue with data and data visualizations – is an essential competency in social studies. This study aims to examine the degree to which US state standards require teachers to teach data literacy in social studies, addressing the questions: to what extent are US social studies teachers required to teach data literacy? If they are required to teach it, are they provided with guidance about competencies to address at each school or grade level and with respect to particular content? Design/methodology/approach The study used content analysis, using a variety of priori and emergent codes, to review social studies standards documents from all 50 states and the District of Columbia. Findings Findings indicate that although state standards suggest that data visualizations should play a role in social studies instruction, they provide poor guidance for a coherent, progressive and critical approach across grade levels. Originality/value This paper currently knows little about if and how teachers address data literacy in social studies education. This study provides a snapshot of guidance teachers across states are given for teaching data literacy, and by extension, the quality of data literacy instruction recommended for students across the USA.

Conflicting Discourses

2012 ◽  
Vol 44 (3) ◽  
pp. 300-338 ◽  
Author(s):  
Kathryn Ciechanowski
Keyword(s):  
Social Studies ◽  
English Language ◽  
Literacy Practices ◽  
Language Learner ◽  
Discursive Practice ◽  
Bilingual Students ◽  
Linguistic Features ◽  
Dominant Culture ◽  
School Text ◽  
Content Coverage

This article provides micro analysis of one representative incident from a larger qualitative study to examine how third-grade bilingual students and their teacher negotiated academic disciplinary and popular culture discourses in a social studies unit on Jamestown and Pocahontas. Informed by discourse and linguistic analyses, this study explores the competing dominant and nondominant discourses as they intersected and overlapped in the complex literacy practices in this classroom. Ms. Montclair’s instruction was shaped by the textbook’s approach to social studies and accountability pressures of testing and content coverage. Yet the students drew from everyday popular resources in their thinking, taking up nonacademic discourses to understand content. This research explores the following questions: (a) What are the predominant discourses evident in the official curricular text and teacher’s enactment of it? (b) What are the discourses evident in children’s everyday resources drawn on to make sense of the school text? (c) How do specific linguistic features make possible these discourses and perspectives? Findings demonstrate that students navigated across multiple discourses that were different but represented dominant culture. As discourses intersected in class, participants provided a level of critical analyses but did not deeply take up nondominant perspectives despite their own positioning from linguistically and culturally nondominant backgrounds. By showing the complexity of literate and discursive practice, this article contributes to understandings of how bilingual and English language learner students confront the demands of academic disciplinary language, draw on their own resources to make sense of content, and require explicit instruction on language and social justice.

scholarly journals Doing History: A Study of Disciplinary Literacy and Readers Labeled as Struggling

2018 ◽  
Vol 50 (2) ◽  
pp. 190-216 ◽  
Author(s):  
Julie E. Learned
Keyword(s):  
Social Studies ◽  
Struggling Readers ◽  
Literacy Practices ◽  
Ninth Grade ◽  
Disciplinary Literacy ◽  
Data Sources ◽  
Secondary Literacy ◽  
Historical Texts ◽  
Semistructured Interviews ◽  
Teacher Data

Scholars contend that disciplinary literacy is a productive route for all secondary learners, including those identified as struggling readers, to build knowledge. Relatedly, scholars point to disciplinary literacy as a socially just alternative to decontextualized skill instruction and deficit positioning. Yet, little research has examined how instructional contexts facilitate these youths’ participation in disciplinary literacy practices. I present the case of one ninth-grade history classroom. Participants were three students and one teacher. Data sources included 48 hr of observations, 11 semistructured interviews, ongoing ethnographic open-ended interviews, and classroom artifacts. By closely examining the enactment of one lesson and situating the analysis in the class’s yearlong academic and social trajectories, I show how disciplinary literacy provided avenues for youths to wrestle with and critique historical texts, compare perspectives across sociohistorical periods, see themselves in history, and disrupt deficit positioning in school. I discuss implications for secondary literacy and social studies education.

scholarly journals Data visualization from a feminist perspective - Interview with Catherine D´Ignazio

2017 ◽  
pp. 67-71
Author(s):  
Nanna Thylstrup ◽  
Kristin Veel
Keyword(s):  
Water Quality ◽  
Data Visualization ◽  
Assistant Professor ◽  
Peer Production ◽  
Community Informatics ◽  
Computing Systems ◽  
Data Literacy ◽  
Software Developer ◽  
Award Winning ◽  
Data Visualizations

Catherine D’Ignazio is a scholar, artist/designer and software developer who focuses on data literacy, feminist technology and civic art. She has run breastpump hackathons, created award-winning water quality sculptures that talk and tweet, and led walking data visualizations to envision the future of sea level rise. Her research at the intersection of gender, technology and the humanities has been published in the Journal of Peer Production, the Journal of Community Informatics, and the proceedings of Human Factors in Computing Systems (ACM SIGCHI). D’Ignazio is an Assistant Professor of Civic Media and Data Visualization at Emerson College, a faculty director of the Engagement Lab and a research affiliate at the MIT Center for Civic Media.

scholarly journals Fooled by beautiful data: Visualization aesthetics bias trust in science, news, and social media

2021 ◽  
Author(s):  
Chujun Lin ◽  
Mark Allen Thornton
Keyword(s):  
Social Media ◽  
Quantitative Data ◽  
Weather Forecast ◽  
Scientific Publications ◽  
Data Literacy ◽  
The Public ◽  
News Reports ◽  
Science News ◽  
The Aesthetic ◽  
Data Visualizations

Scientists, policymakers, and the public increasingly rely on data visualizations – such as COVID tracking charts, weather forecast maps, and political polling graphs – to inform important decisions. The aesthetic decisions of graph-makers may produce graphs of varying visual appeal, independent of data quality. Here we tested whether the beauty of a graph influences how much people trust it. Across three studies, we sampled graphs from social media, news reports, and scientific publications, and consistently found that graph beauty predicted trust. In a fourth study, we manipulated both the graph beauty and misleadingness. We found that beauty, but not actual misleadingness, causally affected trust. These findings reveal a source of bias in the interpretation of quantitative data and indicate the importance of promoting data literacy in education.

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