Movement for Data Literacy (MODALITY)
Main funder
Funder's project number: 355523
Funds granted by main funder (€)
- 626 504,00
Funding program
Project timetable
Project start date: 01/09/2023
Project end date: 31/08/2027
Summary
MODALITY is a qualitatively oriented mixed methods research project that studies the datafication of education in a holistic manner by combining micro and macro levels of datafication. The novel theoretical premise behind MODALITY is that the logics of macro-level datafication (i.e., the data-based profiling and directing of individuals) are replicated in schools’ everyday data practices (i.e., using learning analytics). This trend risks diminishing teachers’ and students’ critical agency in relation to datafication and requires the development of new data literacy education theory and methods. In short, MODALITY:
(1) reconceptualizes data literacy and data literacy education by elucidating a relational view of literacy;
(2) identifies the lessons taught and learned through everyday data practices;
(3) reframes schools’ everyday data practices as intentional data literacy education;
(4) identifies the macro-level discourses and processes shaping the datafication of education.
In the first phase, we will use Finnish basic education as an in-depth ethnographic case study to create substantial theory about the relationships between macro-level discourses of the datafication of education and the tacit lessons taught and learned in everyday data practices in school. We will also design and test methods for reframing everyday data practices for intentional critical data literacy education. Substantial theory will provide a basis for the cross-national comparative survey and interview study to be conducted in nine countries in the second phase. In the third phase, we will create a new theory by reconceptualizing data literacy and data literacy education based on the data from the empirical work packages. The data will be analyzed via abductive methods that will facilitate constant comparison of the data from the different work packages. As a result, MODALITY will provide original and important empirical and theoretical knowledge about the unintended effects of datafication in the educational context and create solutions to overcome these issues. The ambitious and rigorous theoretical and methodological background will ensure that the findings will provide a solid and valuable foundation for future scholars to build on. The knowledge produced through this research will benefit the design and implementation of future curriculum reforms and the development of preservice and in-service training for teachers.
(1) reconceptualizes data literacy and data literacy education by elucidating a relational view of literacy;
(2) identifies the lessons taught and learned through everyday data practices;
(3) reframes schools’ everyday data practices as intentional data literacy education;
(4) identifies the macro-level discourses and processes shaping the datafication of education.
In the first phase, we will use Finnish basic education as an in-depth ethnographic case study to create substantial theory about the relationships between macro-level discourses of the datafication of education and the tacit lessons taught and learned in everyday data practices in school. We will also design and test methods for reframing everyday data practices for intentional critical data literacy education. Substantial theory will provide a basis for the cross-national comparative survey and interview study to be conducted in nine countries in the second phase. In the third phase, we will create a new theory by reconceptualizing data literacy and data literacy education based on the data from the empirical work packages. The data will be analyzed via abductive methods that will facilitate constant comparison of the data from the different work packages. As a result, MODALITY will provide original and important empirical and theoretical knowledge about the unintended effects of datafication in the educational context and create solutions to overcome these issues. The ambitious and rigorous theoretical and methodological background will ensure that the findings will provide a solid and valuable foundation for future scholars to build on. The knowledge produced through this research will benefit the design and implementation of future curriculum reforms and the development of preservice and in-service training for teachers.
Principal Investigator
Other persons related to this project (JYU)
Primary responsible unit
Follow-up groups
- Digitalization in and for learning and interaction (University of Jyväskylä JYU) JYU.LearnDigi
- Multiliteracies for social participation and in learning across the life span (University of Jyväskylä JYU) MultiLEAP; 2021-2026. Formerly RECLAS
- Teacher education research (teaching, learning, teacher, learning paths, education) (University of Jyväskylä JYU) JYU.Edu; Formerly JYU.Ope
Related publications and other outputs
- Datafixation of education (2024) Mertala, Pekka; A3; OA; 978-3-8394-6582-0
- Digital natives in the scientific literature : A topic modeling approach (2024) Mertala, Pekka; et al.; A1; OA
- Finnish 5th and 6th graders’ misconceptions about artificial intelligence (2024) Mertala, Pekka; et al.; A1; OA
- Monilukutaito dataistuvassa maailmassa (2023) Mertala, Pekka; et al.; A3; 978-952-345-404-0
