Characterizing Data Literacy Instruction: Content Analysis of a High School Science and Social Studies Textbook

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Abstract

Data literacy is increasingly relevant to everyday life and is a priority for educators across disciplinary boundaries. This study introduces a framework for characterizing data literacy instruction along five key dimensions. It then applies this framework to examine instances of data literacy instruction like explanations of data-related concepts and tasks/questions that invite learners to actively engage in data-related practices in a sample of lessons from a science and social studies high school textbook. By juxtaposing findings from science and social studies contexts, it examines how these disciplinary approaches compare with each other and identifies areas where these approaches could expand and build on each other to support more effective and holistic data literacy development.

Authors

• Keerthanya Rajesh, Research for Action

• Bodong Chen, University of Pennsylvania