Exploring design principles for data literacy activities to support children’s inquiries from complex data
- Submitting institution
-
The Open University
- Unit of assessment
- 11 - Computer Science and Informatics
- Output identifier
- 1460876
- Type
- D - Journal article
- DOI
-
10.1016/j.ijhcs.2019.03.006
- Title of journal
- International Journal of Human-Computer Studies
- Article number
- -
- First page
- 41
- Volume
- 129
- Issue
- -
- ISSN
- 1071-5819
- Open access status
- Compliant
- Month of publication
- March
- Year of publication
- 2019
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- 23 - Education
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
2
- Research group(s)
-
-
- Citation count
- 5
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This summative report of a 2014-2017 school data literacy project provides key insights about engaging children as critical users of data, e.g. through interactive visualisations of local smart city data. The influential 2015 Nesta report 'Analytic Britain' highlights the project as a good-practice exemplar, recommending embedding data analysis in other subjects, with local and central government support. The project prompted invitations (details available) to: join a Nesta panel (2017) and a Royal Society workshop (2019) on data education; join the Data Skills Taskforce (since 2018); advise Glasgow University on its data science MOOC for teachers (2018).
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -