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'It's a Lot More to It than Just Research': Integrating Critical Data Literacy and Reasoning with Data into a STEM Summer Camp

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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
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  Data: 'It's a Lot More to It than Just Research': Integrating Critical Data Literacy and Reasoning with Data into a STEM Summer Camp
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  Data: <searchLink fieldCode="AR" term="%22Marc+T%2E+Sager%22">Marc T. Sager</searchLink><br /><searchLink fieldCode="AR" term="%22Saki+L%2E+Milton%22">Saki L. Milton</searchLink><br /><searchLink fieldCode="AR" term="%22Candace+Walkington%22">Candace Walkington</searchLink>
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  Data: 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
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  Data: 30
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  Data: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Summer+Programs%22">Summer Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Camps%22">Camps</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Literacy%22">Critical Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Use%22">Data Use</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Underserved+Students%22">Underserved Students</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Analysis%22">Data Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink>
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  Data: 10.1108/ILS-07-2025-0102
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  Data: 2398-5348<br />2398-5356
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: EJ1507391
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1108/ILS-07-2025-0102
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 315
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Summer Programs
        Type: general
      – SubjectFull: Camps
        Type: general
      – SubjectFull: Critical Literacy
        Type: general
      – SubjectFull: Data Use
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Underserved Students
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Data Analysis
        Type: general
      – SubjectFull: Multiple Literacies
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
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      – SubjectFull: Grade 9
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      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Race
        Type: general
    Titles:
      – TitleFull: 'It's a Lot More to It than Just Research': Integrating Critical Data Literacy and Reasoning with Data into a STEM Summer Camp
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            NameFull: Marc T. Sager
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            NameFull: Saki L. Milton
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            NameFull: Candace Walkington
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              Type: published
              Y: 2026
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