Tenet: Using technology intentionally to build communities and enhance learning.
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Doing Black Digital Humanities with Radical Intentionality
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Charter
Author(s): Scholars’ Lab Date: 2016 Publication: University of Virginia Citation: Charter. (2016). Scholars’ Lab. University of Virginia. https://scholarslab.lib.virginia.edu/charter//. Section on webpage: Critical Data Justice Literature Tenets: Concern with materiality (bodies, labor, not just virtual and discursive). Building equity, trust, mutual respect, and support. Honoring diversity and lived experiences through intersectional approaches. Using technology intentionally to build communities and enhance learning. Annotation: This website is an example of a digital hummanities lab charter that centers key tenets of feminist pedagogy. -
Colored Conventions Project
Author(s): Center for Black Digital Research Date: 2012 Publication: University of Delaware Citation: Colored Conventions Project. (2012). Center for Black Digital Research. University of Delaware. https://coloredconventions.org/. Section on webpage: Decolonizing Archives, Digitized Collections, and Digital Humanities Tenets: Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Considering alternative histories and narratives. Using technology intentionally to build communities and enhance learning. Annotation: This website is a digital archive and collection of Black nineteenth century organizing. Using inclusive partnerships and digital tools, CCP collects, transcribes, and archives information on the Colored Conventions of the nineteenth century. -
From Datum to Databases: Digital Humanities, Slavery, and Archival Reparations
Author(s): Nowatzki, R. Date: 2021 Publication: The American Archivist Citation: From Datum to Databases: Digital Humanities, Slavery, and Archival Reparations (2021). Nowatzki, R. The American Archivist 83(2). https://american-archivist.kglmeridian.com/view/journals/aarc/83/2/article-p429.xml Section on webpage: Critical Data Justice Literature Tenets: Connecting to the personal and to communities outside of academia. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Using technology intentionally to build communities and enhance learning. Honoring diversity and lived experiences through intersectional approaches. Annotation: This article looks at several different projects that use digital technology to study the transatlantic slave trade. It discusses the benefits and limits of this and its impact on digital hummanities -
Data Fail: Teaching Data Literacy with African Diaspora Digital Humanities
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Taking Data Literacy to the Streets: Critical Pedagogy in the Public Sphere
Author(s): Markham, A. N. Date: 2020 Publication: Qualitative Inquiry Citation: Markham, A. N. (2020). Taking Data Literacy to the Streets: Critical Pedagogy in the Public Sphere. Qualitative Inquiry, 26(2), 227–237. https://doi.org/10.1177/1077800419859024 Section on webpage: Critical Data Justice Literature Tenets: Using technology intentionally to build communities and enhance learning. Annotation: (Abstract) This article describes an ongoing series of public arts–based experiments that build critical curiosity and develop data literacy via self-reflexive public interventions. Examined through the lens of remix methodology the Museum of Random Memory exemplifies a form of collective–reflexive meta-analysis whereby interdisciplinary researchers generate immediate social change and build better questions for future public engagement. The experiments help people critically analyze their own social lives and well being in cultural environments of growing datafication and automated (artificial intelligence [AI]-driven) decision-making. Reflexivity, bricolage, and critical pedagogy are emphasized as approaches for responding to changing needs in the public sphere that also build more robust interdisciplinary academic teams. -
Critical data ethics pedagogies: Three (non-rival) approaches
Author(s): Murillo, L. F. R. Wylie, C. & Bourne, P. Date: 2023 Publication: Big Data & Society Citation: Murillo, L. F. R., Wylie, C., & Bourne, P. (2023). Critical data ethics pedagogies: Three (non-rival) approaches. Big Data & Society, 10(2). https://doi.org/10.1177/20539517231203666 Section on webpage: Critical Data Justice Literature Tenets: Using technology intentionally to build communities and enhance learning. Annotation: (Abstract) In a moment of heightened ethical questioning concerning data-intensive analytics, “data ethics” has become a site of dispute over its very definition in teaching, research, and practice. In this paper, we contextualize this dispute based on the experience of teaching data ethics. We describe how the field of computer ethics has historically informed the training of computer experts and how, in recent years, the scholarship on science and technology studies has created opportunities for transforming the way we teach with the inclusion of critical scholarship on relational ethics and sociotechnical systems. The emergent literature on “critical data ethics” has created a space for interdisciplinary collaboration that integrates technical and social science research to examine digital systems in their design, implementation, and use through a hands-on approach. As a contribution to the recent efforts to reimagine and transform the field of data science, we conclude with a discussion of the approach we devised to bridge technology/society divides and engage students with questions of social justice, accountability, and openness in their data practices. -
Becoming Racially Literate About Data and Data-Literate About Race: Data Visualizations in the Classroom as a Site of Racial-Ideological Micro-Contestations.
Author(s): Philip, T. M. Olivares-Pasillas, M. C. & Rocha, J. Date: 2016 Publication: Cognition and Instruction Citation: Philip, T. M., Olivares-Pasillas, M. C., & Rocha, J. (2016). Becoming Racially Literate About Data and Data-Literate About Race: Data Visualizations in the Classroom as a Site of Racial-Ideological Micro-Contestations. Cognition and Instruction, 34(4), 361–388. https://doi.org/10.1080/07370008.2016.1210418 Section on webpage: Critical Data Justice Literature Tenets: Using technology intentionally to build communities and enhance learning. Annotation: (Abstract) Data visualizations are now commonplace in the public media. The ability to interpret and create such visualizations, as a form of data literacy, is increasingly important for democratic participation. Yet, the cross-disciplinary knowledge and skills needed to produce and use data visualizations and to develop data literacy are not fluidly integrated into traditional K–12 subject areas. In this article, we nuance and complicate the push for data literacy in STEM reform efforts targeting youth of color. We explore a curricular reform project that integrated explicit attention to issues pertaining to the collection, analysis, interpretation, representation, visualization, and communication of data in an introductory computer science class. While the study of data in this unit emphasized viewing and approaching data in context, neither the teacher nor the students were supported in negotiating the racialized context of data that emerged in classroom discussions. To better understand these dynamics, we detail the construct of racial literacy and develop an interpretative framework of racial-ideological micro-contestations. Through an in-depth analysis of a classroom interaction using this framework, we explore how contestations about race can emerge when data visualizations from the public media are incorporated into STEM learning precisely because the contexts of data are often racialized. We argue that access to learning about data visualization, without a deep interrogation of race and power, can be counterproductive and that efforts to develop authentic data literacy require the concomitant development of racial literacy. -
Is literacy what we need in an unequal society?
Author(s): Pinney, L. Date: 2020 Publication: Data Visualization in Society Citation: Pinney, L. (2020). Is literacy what we need in an unequal society? In H. Kennedy & M. Engebretsen (Eds.), Data Visualization in Society (pp. 223–238). Amsterdam University Press. https://doi.org/10.1515/9789048543137-018 Section on webpage: Critical Data Justice Literature Tenets: Using technology intentionally to build communities and enhance learning. Annotation: (Abstract) Having the skills and awareness to make sense of data visualizations has become a contributing factor in determining who gets to participate in our data-driven society. Initiatives that seek to enable people to make sense of some aspect of our digital, dataf ied worlds are often described in terms of literacy. However, taking a closer look at different usages of literacy across academia, policy, and practice reveals dif ferent notions of power embedded in different populations’ implicit understanding of the term. Situated in the emerging f ield of critical data studies, the f ield that is concerned with understanding data’s role in reproducing and creating social inequalities, this is a conceptual chapter that asks how useful literacy is in this context.