The Direction of Literacy Education in the context of ‘Datafication’: Reviewing alternative discussions on Data Literacy
Yeonji Kim, Hyuk Suh · 2022
This study calls attention to the present question as to literacy education addressing the change of literacy environments driven by datafication. First of all. issues of datafication are discussed in respect to changes of literacy practices. This establishes the argument requiring the intervention of literacy education for learners subject to risks in the context of datafication such as the loss of agency, prevailing data epistemology. control. In what follow, the concept of ‘data literacy’ is examined for the purpose of mapping out literacy education in datafication. Data literacy has received much attention in response to the rise of Big Data technologies. Discourses surrounded by data literacy are explored by dwelling upon interdisciplinary characteristics and main elements of the concept. Attempts to reconceptualize data literacy. which have been made in accordance with critical insights into Big Data technologies, are also explored. Finally, the direction of literacy education in the age of data based on critical literacy is suggested. It is hoped that this study is able to provide an impetus for further studies on literacy education in the context of datafication.