How K–12 Social Studies Teachers Teach Data Literacy With a Critical Perspective (Poster 6)

• In Event: Exploring Critical Data Literacy in K–12 Social Studies

Abstract

For the last three years, we have been following new social studies teachers from their data literacy teaching methods course, through their student teaching, and into their professional practice. We have interviewed them about their perspectives about data literacy and how they incorporate it into their classroom practice, including when they use data literacy with a critical lens. The first author has created curricular materials for these preparing teachers around the use of data visualizations to understand the Tulsa Massacre and Slave Voyages. The barriers to teaching about data literacy in social studies classes are significant, but the opportunity to use data visualizations to ground a critical perspective is motivating for our participants. In our poster, we will present a summary of our analysis of our longitudinal study.

Authors

• Tamara L. Shreiner, Grand Valley State University

• Mark J. Guzdial, University of Michigan