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Supporting Critical Data Literacy in K-9 Education: Three Principles for Enriching Pupils’ Relationship to Data

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearchpeer-review


Children grow up in a data economy but grasping how their data are part of this eco-system and how data become valuable to others can be difficult. This work explores how to design tools and activities which support children’s critical data literacy for K-9 education. We bring together two strands of work; First, insights from a co-design process where teachers and researchers designed tools and activities for teaching critical data literacy which they deployed in a lower secondary education classroom. Second, insights from didactic theories from maths and computer science education about working with multiple and rich representations of complex and intangible phenomena. Based on this we contribute three principles for enriching pupils’ relationship to data in order to inform future research into how pupils can be scaffolded in forming richer relationships to the data-driven technologies in their everyday lives in order to retain agency in a data-driven world.
Original languageEnglish
Title of host publicationIDC '22: Interaction Design and Children
Number of pages12
Place of publicationNew York
PublisherAssociation for Computing Machinery
Publication yearJun 2022
ISBN (print)9781450391979
Publication statusPublished - Jun 2022

    Research areas

  • Critical data literacy, K-9 education

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