'It's a Lot More to It than Just Research': Integrating Critical Data Literacy and Reasoning with Data into a STEM Summer Camp
Saved in:
| Title: | 'It's a Lot More to It than Just Research': Integrating Critical Data Literacy and Reasoning with Data into a STEM Summer Camp |
|---|---|
| Language: | English |
| Authors: | Marc T. Sager, Saki L. Milton, Candace Walkington |
| Source: | Information and Learning Sciences. 2026 127(5-6):315-344. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 2341948 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 7 Grade 8 Grade 9 High Schools |
| Descriptors: | STEM Education, Summer Programs, Camps, Critical Literacy, Data Use, Thinking Skills, Middle School Students, Disproportionate Representation, Underserved Students, Ethnicity, Student Attitudes, Females, Data Analysis, Multiple Literacies, Grade 7, Grade 8, Grade 9, Minority Group Students, Race |
| DOI: | 10.1108/ILS-07-2025-0102 |
| ISSN: | 2398-5348 2398-5356 |
| Abstract: | Purpose: This study aims to explore how middle-grade girls from predominantly underrepresented and underserved racially and ethnically minoritized (UUREM) backgrounds developed critical data literacy (CDL) through participation in a week-long residential science, technology, engineering and mathematics (STEM) camp. Given the increasing importance of data science education in a data-driven world, this research examines how informal learning environments can support CDL development among youth from historically marginalized groups. Design/methodology/approach: The study draws on qualitative interview data from 11 participants and their group-produced artifacts to investigate how the camp experience supported engagement with data and the development of CDL. Interviews explored participants' experiences with data collection, organization, analysis and interpretation within the context of real-world, community-relevant topics. Findings: The findings demonstrate that participants engaged with data by collecting, organizing and analyzing information relevant to authentic problems. Meaning-making was facilitated through social interactions with peers and mentors, enabling participants to collaboratively interpret and critique data. Girls demonstrated critical examination of data by questioning sources, identifying limitations and considering potential biases. Through presentations, participants applied and communicated their findings, connecting data analyses to community-relevant concerns. Reflection and iteration emerged as participants reconsidered their approaches and interpretations over time. Originality/value: This study contributes to research on informal learning, equity in STEM and data literacy by illustrating how informal STEM programs can intentionally foster CDL among UUREM girls. The findings highlight the role of collaborative meaning-making, critical reflection and community relevance in supporting youth to engage with data as a tool for understanding and addressing societal challenges. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507391 |
| Database: | ERIC |
| Abstract: | Purpose: This study aims to explore how middle-grade girls from predominantly underrepresented and underserved racially and ethnically minoritized (UUREM) backgrounds developed critical data literacy (CDL) through participation in a week-long residential science, technology, engineering and mathematics (STEM) camp. Given the increasing importance of data science education in a data-driven world, this research examines how informal learning environments can support CDL development among youth from historically marginalized groups. Design/methodology/approach: The study draws on qualitative interview data from 11 participants and their group-produced artifacts to investigate how the camp experience supported engagement with data and the development of CDL. Interviews explored participants' experiences with data collection, organization, analysis and interpretation within the context of real-world, community-relevant topics. Findings: The findings demonstrate that participants engaged with data by collecting, organizing and analyzing information relevant to authentic problems. Meaning-making was facilitated through social interactions with peers and mentors, enabling participants to collaboratively interpret and critique data. Girls demonstrated critical examination of data by questioning sources, identifying limitations and considering potential biases. Through presentations, participants applied and communicated their findings, connecting data analyses to community-relevant concerns. Reflection and iteration emerged as participants reconsidered their approaches and interpretations over time. Originality/value: This study contributes to research on informal learning, equity in STEM and data literacy by illustrating how informal STEM programs can intentionally foster CDL among UUREM girls. The findings highlight the role of collaborative meaning-making, critical reflection and community relevance in supporting youth to engage with data as a tool for understanding and addressing societal challenges. |
|---|---|
| ISSN: | 2398-5348 2398-5356 |
| DOI: | 10.1108/ILS-07-2025-0102 |
