Co-constructing critical data literacy in families: A technology-mediated learning perspective

Despite the centrality of mothers in their children’s education, mothers have, until relatively recently, been largely invisible in the research on family and intergenerational literacy. This paper develops a feminist analysis of family literacy programs and outlines a pedagogical framework for family literacy, that repositions mothers as researchers of literacy practices within their families. Data from a case study of an intergenerational literacy program are analysed to make visible the complexity of the mothers’ intergenerational literacy practices and to demonstrate the value of critical literacy as a pedagogical approach that acknowledges the gendered subjectivities of women in family literacy programs as mothers, learners and teachers of their children.

Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped the space toward their own goals. We explored how mothers in the workshop served as critical literacy pedagogues by writing, reading, and redesigning the workshop space in ways that asserted agency, fostered intergenerational learning, and pushed back against deficit narratives. We offer insights from the workshop experience to suggest ways in which educators, both in family literacy and K–12 settings, can learn from and partner with transnational parents.

In this groundbreaking, cross-disciplinary book, Rebecca Rogers explores the complexity of family literacy practices through an in-depth case study of one family, the attendant issues of power and identity, and contemporary social debates about the connections between literacy and society. The study focuses on June Treader and her daughter Vicky, urban African Americans labeled as "low income" and "low literate." Using participant-observation, ethnographic interviewing, photography, document collection, and discourse analysis, Rogers describes and explains the complexities of identity, power, and discursive practices that June and Vicky engage with in their daily life as they proficiently, critically, and strategically negotiate language and literacy in their home and community. She explores why, despite their proficiencies, neither June or Vicky sees themselves as literate, and how this and other contradictions prevent them from transforming their literate capital into social profit. This study contributes in multiple ways to extending both theoretically and empirically existing research on literacy, identity, and power: * Critical discourse analysis. The analytic technique of critical discourse analysis is brought into the area of family literacy. The detailed explanation, interpretation, and demonstration of critical discourse analysis will be extremely helpful for novices learning to use this technique. This is a timely book, for there are few ethnographic studies exploring the usefulness and limits of critical discourse analysis. * Combines critical discourse analysis and ethnography. This new synthesis, which is thoroughly illustrated, offers an explanatory framework for the stronghold of institutional discursive power. Using critical discourse analysis as a methodological tool in order to build critical language awareness in classrooms and schools, educators working toward a critical social democracy may be better armed to recognize sources of inequity. * Researcher reflexivity. Unlike most critical discourse analyses, throughout the book the researcher and analyst is clearly visible and complicated into the role of power and language. This practice allows clearer analysis of the ethical, moral, and theoretical implications in conducting ethnographic research concerned with issues of power. * A critical perspective on family literacy. Many discussions of family literacy do not acknowledge the raced, classed, and gendered nature of interacting with texts that constitutes a family's literacy practices. This book makes clear how the power relationships that are acquired as children and adults interact with literacy in the many domains of a family's literacy lives. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print will interest researchers and practitioners in the fields of qualitative methodology, discourse analysis, critical discourse studies, literacy education, and adult literacy, and is highly relevant as a text for courses in these areas.

This second-year study which took place in 2022 aims to investigate, determine and design a learning management system (LMS) design through Moodle and Content Management System (CMS) through Google Sites for Critical Literacy course in Prodi Pendidikan Bahasa Inggris UNJ. Critical Literacy course aims to prepare the students to have the ability to interpret text critically and communicate actively in the multimodal context in a hybrid learning process. The study was conducted with the qualitative approach with The Successive Approximation Model (SAM) iterative phase research design. Throughout the Savvy Start and Iterative Design Phase, the phase rotated through design, prototype, and review to make sure students and lecturers can contribute and support the design direction. Forty-four students and one lecturer generates as participants in this study. Two kinds of modules were developed during the study, namely: (1) LMS on www.onlinelearning.unj.ac.id and (2) CMS on Google Sites. LMS and CMS modules for the Critical Literacy course were: (1) Defining Critical Literacy, (2) Literacy, Critical Literacy, Multi-literacy, Multimodal, (3) Data Literacy, Fact, and Hoax (4) Analyzing Multimodal Text (5) Reflective Notes (6) Mid-term Test (7) Analyzing Various Texts (8) Wrap Up (9) Final Semester Individual Project. These nine headings were categorized into four topics namely: Theories, Tests, Reflection, and Projects. The theories can be used to deliver learning materials and examples in the form of text, video, slides, QR codes, and websites. Meanwhile, the test could be used to provide assignments, exercises, and learning evaluations. Reflection was used to provide the students with opportunities to do both self- and peer-reflection on the learning processes. Finally, the projects were used to involve the students with problem-solving skills and self-regulated learning. The study’s findings showed that LMS and CMS could handle the complexity of teaching Critical Literacy in the digital environment. The Critical Literacy course should have attracted interest or participation from the students to familiarize, encourage, fulfill, assess, and comprehend the various texts. This LMS and CMS also provided students with class discussion, credible references, project-based activities, and criticism on literacy topics.

This qualitative case study explores the intersection of family literacy, bilingualism, and critical media literacy by examining how mother-child conversations about children’s videos helped preschool, bilingual children develop critical perspectives on gender roles. As part of a larger qualitative study, this study focused on 4-year-old, Korean-descent children’s conversations with their mothers about gender representations in children’s videos as well as in their drawing. The data were collected over three months through multiple sources, including observations, interviews, and children’s artifacts. The findings of this study suggest that critical media literacy practices can be used in bilingual households as a tool to enrich family literacy environments in which mother and child explore gender representations in children’s media in an interactive and critical way.

ness of print, and a motivation to become self-sufficient Families have a major impact on their children’s readers. Reading together provides a setting for literacy lives. During the last decade, researchers have focused learning; children and adults generate a close, warm retheir attention on non-“mainstream” family practices. The lationship during book sharing within the family circle. results of their studies have led to the elaboration of famChildren engage themselves in literacy learning when ily literacy programs (Orellana, Reynolds, Dorner, & they use educational toys, interact with print, pretend to Meza, 2003) and have called attention to family membe reading, and attempt to identify words and letters on bers’ influence on their children’s literacy development. t-shirts and cereal boxes (Saracho, 2002). Families parIncreasingly, the importance of families reading to their ticipate in a variety of literacy experiences at home. These children in the home environment and the critical nature literacy experiences consist of reading storybooks, reciof literacy experiences from early childhood through adopes, cooking instructions, newspapers, telephone book, lescence have been shared with educators, parents, policypersonal letters, personal notes, homework assignments, makers, and citizens (Morrow, Tracey, & Maxell, 1995). and school cafeteria menu (Saracho, 2000b). Family litFamilies who provide their young children with literacy goes beyond the home to include its community’s eracy experiences can influence their school-based litercultural resources and practices. acy development. Studies (e.g., Barillas, 2000; Janes & Families have rich cultural resources and practices Kermani, 2001; Saracho, 2000a, 2000b, 2002; Stainbased on the unique culture and language of the families thorp & Hughes, 2000; Tett, 2000) indicate that there is and communities. Janes and Kermani (2001) report on a strong relationship between the literacy experiences in a Family Literacy Tutorial project for immigrants from the home environment and children’s school-based literprovincial areas of Mexico and Central America. Apacy development. Interest has increased among researchproximately 30% of the families in this project learned ers and practitioners on the role of the family and the to use storybooks and questioning strategies with their value of home–school collaborations (Baker, 2003). Acchildren. The techniques families use to introduce text to cording to Rasinski, Bruneau, and Ambrose (1990), famtheir children may conflict with the ones used at school ily members have similar responsibilities in the home that (Saracho, 2002). For example, the Family Literacy Tutohelp young children acquire the language and literacy rial project used techniques that conflicted with the famlearning that teachers provide in the classroom. ilies’ cultural styles. Janes and Kermani (2001) found In families with young children, daily practices frethat the families changed the school’s literacy procequently consist of storybook reading at different times dures and used their own cultural resources, such as the throughout the day, with one or more children and with stories. The project organizers used stories that deviated multiple texts. When children listen to stories that are from the families’ culture; therefore, the families altered

Datafied societies need informed public debate about the implications of data science technologies. At present, internet users are often unaware of the potential consequences of disclosing personal data online and few citizens have the knowledge to participate in such debates. This paper argues that critical big data literacy efforts are one way to address this lack of knowledge. It draws on findings from a small qualitative investigation and discusses the effectiveness of online critical big data literacy tools. Through pre and post use testing, the short- and longer-term influence of these tools on people’s privacy attitudes and behavior was investigated. The study’s findings suggested that the tools tested had a predominantly positive initial effect, leading to improved critical big data literacy among most participants, which resulted in more privacy-sensitive attitudes and internet usage. When analyzing the tools’ longer-term influence, results were more mixed, with evidence suggesting for some that literacy effects of the tools were short-lived, while for others they led to more persistent and growing literacy. The findings confirm previous research noting the complexity of privacy attitudes and also find that resignation toward privacy is multi-faceted. Overall, this study reaffirms the importance of critical big data literacy and produces new findings about the value of interactive data literacy tools. These tools have been under-researched to date. This research shows that these tools could provide a relevant means to work toward empowering internet users, promoting a critical internet usage and, ideally, enabling more citizens to engage in public debates about changing data systems.

Practicing conceptual and critical data literacy is important for civic participation.Emergent research has thus examined how to teach data literacy skills in K-12 classrooms.We report on a sixth-grade lesson sequence focused on promoting data literacy within outdoors recreation contexts.The lessons provide a place-based context for students to connect personal data, observations of natural phenomena, and outdoor recreation infrastructure.We analyze student artifacts, classroom observations, and interviews to find evidence of emerging conceptual and critical data literacy.While we find instances of both data literacy aspects, we highlight the importance of additional task structures to prompt students to reflect on and compare their data work to that of their peers, to deepen data literacy discourse. MethodologyData came from the first year of a design-based implementation research project (Fishman et al., 2013) to design a data literacy curriculum for sixth graders.The research took place at a K-6 elementary charter school in the Western United States (86.2% White, 6.5% Hispanic/Latino; 4% two or more races; 1% Asian or Pacific Islander,

The development of Indonesian children's reading literacy is of particular concern, especially with the decline in the reading ability index, both according to PIRLS and PISA data, from year to year. The decline in reading literacy skills is of particular concern to the Indonesian government. Through various literacy programs, the government is trying to improve literacy skills. Several issues related to children's literacy skills related to the contribution of society, especially family, in encouraging a culture of literacy. This study attempts to examine and analyse issues related to basic educational literacy, both those related to the contribution of family literacy, digital and critical literacy. This research used a qualitative approach with a literature review. Data analysis was carried out narratively by collecting data in the form of documents (books, journal articles, research results). The results of the analysis show that the challenges of basic education literacy issues, especially in the 21st century, will be related to the readiness and contribution of society, especially family and school, and how society can face the challenges of information technology through critical digital literacy that is relevant and meaningful for children.

Although literacy is a problem of pressing national concern, we have yet to discover or set its boundaries. This observation, made several years ago by a leading political spokesman (McGovern 1978), echoes a long-standing complaint of many policymakers and educators that what counts as literacy in our technological society is a matter "not very well understood" (Advisory Committee on National Illiteracy 1929). A dominant response of scholars and researchers to this perceived ambiguity has been to pursue more rigorously the quest for definition and measurement of the concept. Many approaches have been taken (among them, Adult Performance Level Project 1975; Bormuth 1975; Hillerich 1976; Kirsch and Guthrie 1977-78; Miller 1973; Powell 1977), and at least one attempt (Hunter and Harman 1979) has been made to put forward an "umbrella definition." Each of these efforts has identified important parameters of literacy, but none has yet won consensual agreement (for a thoughtful historical and conceptual analysis of shifting literacy definitions, see Radwin [1978]). The definitional controversy has more than academic significance. Each formulation of an answer to the question "What is literacy?" leads to a different evaluation of the scope of the problem (i.e., the extent of illiteracy) and to different objectives for programs aimed at the formation of a literate citizenry. Definitions of literacy shape our perceptions of individuals who fall oh either side of the standard (what a "literate" or "nonliterate" is like) and thus in a deep way affect both the substance and style of educational programs. A chorus of clashing answers also creates problems for literacy planners and educators. This is clearly evident in the somewhat acerbic comments of Dauzat and Dauzat (1977, p. 37), who are concerned with adult basic education: "In spite of all of the furor and the fervor for attaining literacy . .. few have undertaken to say what they or anyone else means by literacy.

PurposeThis paper aims to address the limitations in designing educational approaches that apply critical approaches to data literacy, given the obscure nature of digital platforms, which leave youth unable to develop discourses that challenge dominant narratives about the role of data in their lives. The purpose of this study is to propose and evaluate a critical data literacy approach that empowers youth to engage with data from a sociocultural perspective using a speculative participatory research approach that affords opportunities to develop alternative discourses.Design/methodology/approachThis is a multiple-case study that involves five alternative schools in Uruguay which implemented the Nayah-Irú curriculum over ten weeks leading to the development of six distinct research projects about the materialization of data in youth lives. The curriculum incorporates an alternate reality game (ARG) to engage youth in critical data literacy, based on the principles of Youth Participatory Action Research (YPAR) epistemology and Speculative Civic Literacies.FindingsThe findings of this study highlight the integration of speculative storytelling and real-life experiences in developing alternative discourses about datafication. The analysis revealed instances of discursive closure among the youth, but through the curriculum's speculative fiction elements, such as the narrative of Nayah-Irú, emotional connections were formed, leading to increased engagement, critical inquiry, and problem framing.Research limitations/implicationsThe study conducted on the Nayah-Irú curriculum shows its effectiveness in engaging youth and educators in critical data literacy by affording opportunities for youth to engage in the analysis of their personal data literacies in an alternative world. Bringing speculative approaches to data literacy can open new avenues for exploring data literacy with youth in ways that center their voices and help them overcome different forms of discursive closure.Originality/valueThis study offers new insights into critical data literacy education blending youth participatory action research epistemologies with a speculative literacies framework to support youth in developing alternative discourses regarding the role of data in their lives.

Evidenced Based Policy and Practice: The Roles of Critical Thinking and Literacy in Empirical Methodology for Social Work Practice

Braiding together theoretical perspectives from critical literacy studies, data literacy, and visual cultures, this article describes how two young children’s textual compositions functioned as sites of rhetorical invention through the playful production and circulation of critical data literacies.

Purpose The purpose of this paper is to investigate the literacy practices of the families and communities of first-generation college students in Latin America, and how community and family literacies can inform the understanding of first-generation college students’ identity and cultural values. Design/methodology/approach This transnational ethnography was conducted in local communities around three public universities in Mexico, Colombia and Costa Rica. Participants included nine fist-generation college students and more than 50 people in their families and communities (i.e. relatives, parents and friends). Data gathering occurred at the university outside the formal space of the classroom, at home, and in the community. Data were interpreted through the lens of the community cultural wealth framework. Findings The author found that first-generation college students and their families and communities engaged in rich literacy practices that have been overlooked in policy, research, and media. It is argued that the concept literacy capital is necessary to acknowledge the critical literacy practices communities engage in. Literacy capital was manifested in these communities to preserve cultural traditions, to sponsor literacy practices and to question and resist unjust sociopolitical circumstances. Practical implications The findings of this study should inform a culturally sustaining pedagogy of academic literacies in higher education. Beyond asset-based approaches to academic literacies in Latin America, critical perspectives to academic literacies teaching and learning are needed that acknowledge the Latin American complexities. Originality/value These findings are significant because they unveiled how people in local communities were informed about the sociopolitical dynamics at the national and international scale that affected or even threatened their local culture, and how they used their literacy capital to react critically to those situations.

ABSTRACTPrevious research on digital storytelling (DST) has focused chiefly on children and youth, but we know little about how it is used in non-formal adult education. This article analyzes a DST class in rural Ireland, which was organized by a family literacy program and offered for parents at an elementary school. Data sources included fieldnotes, interviews, and digital stories by the parents who finished the class (n = 3). Janks's interdependence model of critical literacy is used to analyze how the class incorporated power, access, diversity, and design. The class did not engage in ideology critique or analyze the origins or consequences of dominant technologies, languages, and literacies (i.e., investigate power as domination). However, the class did provide access to technology knowledge and skills; affirm parents’ diverse knowledge, languages, life experiences, and identities; and equip participants to design and disseminate their digital stories. The study highlights possibilities for using multimodal composition in family learning and adult education.