Mind the gap! Exploring teachers professional learning needs to cultivate critical data literacies
Critical Data Literacy as approach to the emergent problem of datafication requires teachers' skills and awareness. However, this professional learning need appears to be overlooked. Our study aims at exploring teachers’ discourses in an attempt to map out professional practices and identify...
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| Format: | Article |
| Language: | English |
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Pensa MultiMedia
2022-12-01
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| Series: | Formazione & Insegnamento |
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| Online Access: | https://ojs.pensamultimedia.it/index.php/siref/article/view/5817 |
| _version_ | 1797425976327536640 |
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| author | Juliana Elisa Raffaghelli Anastasia Gouseti Minna Lakkala Marc Romero Carbonell Teresa Romeu Isabella Bruni |
| author_facet | Juliana Elisa Raffaghelli Anastasia Gouseti Minna Lakkala Marc Romero Carbonell Teresa Romeu Isabella Bruni |
| author_sort | Juliana Elisa Raffaghelli |
| collection | DOAJ |
| description |
Critical Data Literacy as approach to the emergent problem of datafication requires teachers' skills and awareness. However, this professional learning need appears to be overlooked. Our study aims at exploring teachers’ discourses in an attempt to map out professional practices and identify learning needs, therefore the metaphor of “Mind the Gap” was used. We adopted a mixed-methods, constructionist inquiry along three phases (106, 39 and 49 participants respectively) embedded into a transnational project on critical digital literacies (CDL) involving Finland, Italy, Spain, and the UK. The focus was placed on re-defining critical data literacy components and dimensions and identifying gaps in relation to teachers’ professional learning needs. The results indicate that data literacy was not as present as other dimensions across the teachers’ accounts about the most immediate and relevant “data” problems. This has clear implications regarding the need to face teachers' professional development to embrace critical data practices within a digital context that evolves.
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| first_indexed | 2024-03-09T08:23:44Z |
| format | Article |
| id | doaj.art-8096cc5f618342e8b076007f5f040728 |
| institution | Directory Open Access Journal |
| issn | 1973-4778 2279-7505 |
| language | English |
| last_indexed | 2024-03-09T08:23:44Z |
| publishDate | 2022-12-01 |
| publisher | Pensa MultiMedia |
| record_format | Article |
| series | Formazione & Insegnamento |
| spelling | doaj.art-8096cc5f618342e8b076007f5f0407282023-12-02T21:36:59ZengPensa MultiMediaFormazione & Insegnamento1973-47782279-75052022-12-0120310.7346/-fei-XX-03-22_43Mind the gap! Exploring teachers professional learning needs to cultivate critical data literaciesJuliana Elisa Raffaghelli0Anastasia Gouseti1Minna Lakkala2Marc Romero Carbonell3Teresa Romeu4Isabella Bruni5Department of Philosophy, Sociology, Pedagogy and Applied Psychology, University of Padua; Italy – juliana.raffaghelli@unipd.itSchool of Education; University of Hull, Hull, UK, A.Gouseti@hull.ac.ukDepartment of Education; University of Helsinki, minna.lakkala@helsinki.fiDepartment of Psychology and Education; Universitat Oberta de Catalunya, mromerocar@uoc.eduDepartment of Psychology and Education; Universitat Oberta de Catalunya, tromeu@uoc.eduDepartment of Education, Linguistics and Psychology; University of Florence, isabella.bruni@unifi.it Critical Data Literacy as approach to the emergent problem of datafication requires teachers' skills and awareness. However, this professional learning need appears to be overlooked. Our study aims at exploring teachers’ discourses in an attempt to map out professional practices and identify learning needs, therefore the metaphor of “Mind the Gap” was used. We adopted a mixed-methods, constructionist inquiry along three phases (106, 39 and 49 participants respectively) embedded into a transnational project on critical digital literacies (CDL) involving Finland, Italy, Spain, and the UK. The focus was placed on re-defining critical data literacy components and dimensions and identifying gaps in relation to teachers’ professional learning needs. The results indicate that data literacy was not as present as other dimensions across the teachers’ accounts about the most immediate and relevant “data” problems. This has clear implications regarding the need to face teachers' professional development to embrace critical data practices within a digital context that evolves. https://ojs.pensamultimedia.it/index.php/siref/article/view/5817Teachers' professional knowledgeCritical digital literacyCritical Data LiteracyConstructionist Research |
| spellingShingle | Juliana Elisa Raffaghelli Anastasia Gouseti Minna Lakkala Marc Romero Carbonell Teresa Romeu Isabella Bruni Mind the gap! Exploring teachers professional learning needs to cultivate critical data literacies Formazione & Insegnamento Teachers' professional knowledge Critical digital literacy Critical Data Literacy Constructionist Research |
| title | Mind the gap! Exploring teachers professional learning needs to cultivate critical data literacies |
| title_full | Mind the gap! Exploring teachers professional learning needs to cultivate critical data literacies |
| title_fullStr | Mind the gap! Exploring teachers professional learning needs to cultivate critical data literacies |
| title_full_unstemmed | Mind the gap! Exploring teachers professional learning needs to cultivate critical data literacies |
| title_short | Mind the gap! Exploring teachers professional learning needs to cultivate critical data literacies |
| title_sort | mind the gap exploring teachers professional learning needs to cultivate critical data literacies |
| topic | Teachers' professional knowledge Critical digital literacy Critical Data Literacy Constructionist Research |
| url | https://ojs.pensamultimedia.it/index.php/siref/article/view/5817 |
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