Recognize pluralistic educational purposes in DLE and cultivate balance among them for holistic education¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The review's concluding recommendation is that data literacy education should recognize its pluralistic approaches and cultivate balance among qualification, socialization, and subjectification purposes to holistically educate students to exist in and with the data-rich world. It further encourages "informed engagement in them in local educational decision-making", urging fundamental discussions about educational emphases in DLE research. The recommendation follows directly from the finding that purposes span all three domains with synergies and cross-pressures.

Design Implications¶

Context¶

Requirements¶

• Educational decision-makers must engage with the pluralistic purposes when setting local DLE emphases

Constraints¶

• The review states educational systems may determine what is ultimately emphasized among the domains

Target Learners¶

• K-12 students

Target Learning Goals¶

• Well-rounded development for existing in and with a data-rich world

Affordances¶

• Biesta Three Domains Dle Framework

Claims¶

• K-12 DLE research expresses purposes across all three of Biesta's domains, with socialization mainly instrumental and subjectification centered on data agency [+W]
• Qualification is the most prevalent domain of educational purpose expressed in K-12 DLE research, appearing in 100% of reviewed studies [+W]
• Socialization and subjectification purposes in DLE can complement rather than conflict each other, despite a described tension between the domains [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Fagerlund, J., Palsa, L., & Mertala, P. (2025). Exploration of domains of educational purpose in K-12 data literacy education research. Educational Research Review, 46, Article 100663. https://doi.org/10.1016/j.edurev.2024.100663