Supporting Critical Data Literacy Instruction in Social Studies Through Online PD and Resources

• In Event: Supporting Teachers to Engage in Meaningful Data Literacy and Data Science Practices Across Disciplines

Abstract

Social studies education should include instruction in data literacy, helping students comprehend, analyze, interpret, evaluate, create, and argue with data and data visualizations such as timelines, maps, and graphs (Carlson et al., 2011; D’Ignazio & Bhargava, 2015). Social studies textbooks and online curricula are filled with data visualizations, and standards in all 50 states and the District of Columbia mandate that teachers provide instruction on reading, using, and creating data visualizations in social studies (Author, 2022; Author, 2018). Data visualizations are also important modes of communication across social studies disciplines, including in history, where primary source data visualizations in particular play an important role and provide a perfect avenue through which students can learn critical data literacy practices (Graham et al., 2016; Author, 2020).

Unfortunately, research suggests that most social studies teachers do not teach data literacy, let alone critical data literacy, and only a narrow majority feel it is important. Social studies teachers report a low sense of efficacy with respect to teaching data literacy and a lack of professional preparation and resources (Author, 2021). We aimed to fill this gap by building a professional development website with learning modules dedicated to the importance of teaching critical data literacy, particularly with primary source data visualizations, and introducing a variety of techniques for teaching data literacy in social studies. In addition, the website was designed to provide a variety of data visualizations, datasets, tools, and lesson plans teachers could use to teach critical data literacy in social studies.

Drawing from scholarship that argues professional development’s effectiveness should be measured by participants’ reactions and learning, both of which must be successful for participants to then use new knowledge and skills in the classroom (Guskey, 2002), we asked:

RQ1: Does the website provide a positive experience for teachers? What aspects did they find useful and usable?
RQ2: Did the modules help participants learn? What kinds of supports do social studies teachers need to teach critical data literacy with primary sources?

To answer these questions, we engaged in participatory design research with six practicing teachers (Simon & Davies, 2019). Involving teacher end-users in the design process could better ensure a quality product and that learners and learning entered the discussions and design. We asked the teachers to provide feedback on an early iteration of the website and its resources, and on three of nine planned professional learning modules, which they participated in as learners. As part of this process, they completed feedback forms, and participated in two focus groups to provide us with additional feedback. They then wrote a lesson plan using one of the techniques highlighted on the website. Teachers’ feedback and our analysis of their module assessments and lesson plans informed the website design. Our findings have implications for teacher educators who aim to improve data literacy instruction in social studies. In our next phase of research, teacher participatory designers will provide further feedback based on implementation of data literacy lessons in their classrooms.

Authors

• Tamara L. Shreiner, Grand Valley State University

• Bradford Dykes, Grand Valley State University