Using network visualizations to engage elementary students in locally relevant data literacy

Abstract

Purpose

This study aims to explore how network visualization provides opportunities for learners to explore data literacy concepts using locally and personally relevant data.

Design/methodology/approach

The researchers designed six locally relevant network visualization activities to support students’ data reasoning practices toward understanding aggregate patterns in data. Cultural historical activity theory (Engeström, 1999) guides the analysis to identify how network visualization activities mediate students’ emerging understanding of aggregate data sets.

Findings

Pre/posttest findings indicate that this implementation positively impacted students’ understanding of network visualization concepts, as they were able to identify and interpret key relationships from novel networks. Interaction analysis (Jordan and Henderson, 1995) of video data revealed nuances of how activities mediated students’ improved ability to interpret network data. Some challenges noted in other studies, such as students’ tendency to focus on familiar concepts, are also noted as teachers supported conversations to help students move beyond them.

Originality/value

To the best of the authors’ knowledge, this is the first study the authors are aware of that supported elementary students in exploring data literacy through network visualization. The authors discuss how network visualizations and locally/personally meaningful data provide opportunities for learning data literacy concepts across the curriculum.

Citation

Zhou, M., Steinberg, S., Stiso, C., Danish, J.A. and Craig, K. (2024), "Using network visualizations to engage elementary students in locally relevant data literacy", Information and Learning Sciences, Vol. 125 No. 3/4, pp. 209-231. https://doi.org/10.1108/ILS-06-2023-0069