Teachers’ Conceptualizations of Teaching Critical Data Literacy with Primary Sources Following a Targeted Professional Learning Opportunity

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Danger and Decision Making With Teaching Critical Histories (Table 17)

Abstract

Data literacy is important for learning history and for reading primary source data visualizations. However, many teachers do not teach data literacy. Using a framework based on scholarship on teacher efficacy and teacher content knowledge, this study examines teachers’ conceptualizations of teaching data literacy in history classes following a professional learning opportunity aimed at helping them understand what data literacy is and why it is important in history instruction; teaching them about and modeling a method called “slow reveal graphics” for teaching primary source data visualizations in history; and giving them access to a wide variety of primary source data visualizations that have played a critical role in social and political movements in the past.

Authors

• Tamara L. Shreiner, Grand Valley State University

• Bradford Dykes, Grand Valley State University