For whom is data literacy empowering? An awareness-action typology
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Building on recent empowerment perspectives on data literacy, we examine how students and working adults talk about their understanding of data and report on their own personal-data-related practices. Through a deductive and inductive analysis of interviews with 19 subjects ranging from middle school to middle age, we find that awareness and action with respect to data consumption and production do not necessarily increase in tandem. For example, being more aware of the data that can be used to track them does not make individuals more likely to take action to manage their personal data. While some feel anxiety about the gap between knowledge and action, others resolve the tension by choosing not to care. These findings are synthesized in a typology of personas in the space of data awareness and action. We investigate the relationship between age and educational attainment with location in this awareness-action space and discuss implications for data literacy education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.004 |
| Open science | 0.004 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it