ERIC Number: EJ1293143
Record Type: Journal
Publication Date: 2020
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2167-8715
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Data (Il)Literacy Education as a Hidden Curriculum of the Datafication of Education
Mertala, Pekka
Journal of Media Literacy Education, v12 n3 p30-42 2020
This position paper uses the concept of "hidden curriculum" as a heuristic device to analyze everyday data-related practices in formal education. Grounded in a careful reading of the theoretical literature, this paper argues that the everyday data-related practices of contemporary education can be approached as functional forms of data literacy education: deeds with unintentional educational consequences for students' relationships with data and datafication. More precisely, this paper suggests that everyday data-related practices represent data as cognitive authority and naturalize the routines of all-pervading data collection. These routines lead to what is here referred to as "data (il)literacy" -- an uncritical, one-dimensional understanding of data and datafication. Since functional data (il)literacy education takes place subconsciously, it can be conceptualized as a form of hidden curriculum, an idea that refers to lessons taught and learned but not consciously intended to be so.
Descriptors: Data, Multiple Literacies, Hidden Curriculum, Information Sources, Data Collection, Data Analysis, Credibility
National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: https://digitalcommons.uri.edu/jmle/
Publication Type: Journal Articles; Reports - Evaluative
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Language: English
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