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Youth Perspectives on Critical Data Literacies

Youth Perspectives on Critical Data Literacies Digital Privacy & Security CHI 2017, May 6­11, 2017, Denver, CO, USA Youth Perspectives on Critical Data Literacies Samantha Hautea Sayamindu Dasgupta Benjamin Mako Hill University of Washington MIT Media Lab Seattle, WA, 98195 Cambridge, MA, 02142 {smhautea,sdg1,makohill}@uw.edu sayamindu@media.mit.edu ABSTRACT As contemporary youth learn, play, and socialize online, their activities are often being recorded and analyzed. What should young people know about these data collection and analysis efforts? Although critiques of these new forms of data collection and analysis have grown increasingly loud, the voices of users, and particularly youth, have largely been absent. This paper explores the critical perspectives of youth who are programming with public data about their own learning and social interaction in the Scratch online community. Using a bottomup approach based on ethnographic observation of discussions among these young users, we identify a series of themes in how these youth critique, question, and debate the implications of data analytics. We connect these themes--framed in terms of critical data literacies--to expert critiques and discuss the implications of these findings for education and design. Author Keywords social and behavioral data is used to uncover hidden patterns and correlations, which can then be used to inform design, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Youth Perspectives on Critical Data Literacies

Association for Computing Machinery — May 2, 2017

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References (61)

Datasource
Association for Computing Machinery
Copyright
Copyright © 2017 by ACM Inc.
ISBN
978-1-4503-4655-9
doi
10.1145/3025453.3025823
Publisher site
See Article on Publisher Site

Abstract

Digital Privacy & Security CHI 2017, May 6­11, 2017, Denver, CO, USA Youth Perspectives on Critical Data Literacies Samantha Hautea Sayamindu Dasgupta Benjamin Mako Hill University of Washington MIT Media Lab Seattle, WA, 98195 Cambridge, MA, 02142 {smhautea,sdg1,makohill}@uw.edu sayamindu@media.mit.edu ABSTRACT As contemporary youth learn, play, and socialize online, their activities are often being recorded and analyzed. What should young people know about these data collection and analysis efforts? Although critiques of these new forms of data collection and analysis have grown increasingly loud, the voices of users, and particularly youth, have largely been absent. This paper explores the critical perspectives of youth who are programming with public data about their own learning and social interaction in the Scratch online community. Using a bottomup approach based on ethnographic observation of discussions among these young users, we identify a series of themes in how these youth critique, question, and debate the implications of data analytics. We connect these themes--framed in terms of critical data literacies--to expert critiques and discuss the implications of these findings for education and design. Author Keywords social and behavioral data is used to uncover hidden patterns and correlations, which can then be used to inform design,

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