Learning to Live with Datafication: Educational Case Studies and Initiatives from Across the World

As digital technologies play a key role across all aspects of our societies and in everyday life, teaching students about data is becoming increasingly important in schools and universities around the world. Bringing together international case studies of innovative responses to datafication, this book sets an agenda for how teachers, students and policy makers can best understand what kind of educational intervention works and why.

Learning to Live with Datafication is unique in its focus on educational responses to datafication as well as critical analysis. Through case studies grounded in empirical research and practice, the book explores the dimensions of datafication from diverse perspectives that bring in a range of cultural aspects. It examines how educators conceptualise the social implications of datafication and what is at stake for learners and citizens as educational institutions try to define what datafication will mean for the next generation.

Written by international leaders in this emerging field, this book will be of interest to teacher educators, researchers and post graduate students in education who have an interest in datafication and data literacies.

Luci Pangrazio is a senior lecturer and Alfred Deakin postdoctoral research fellow at Deakin University, Melbourne, Australia. Her research studies personal data and privacy, the politics of digital platforms and young people’s critical understandings of digital media. She is currently researching methods for visualising and understanding digital data for educational purposes. Her book Young People’s Literacies in the Digital Age: Continuities, Conflicts and Contradictions was published in 2019 by Routledge.

Julian Sefton-Green is a Professor of New Media Education at Deakin University, Melbourne, Australia. He has worked as an independent scholar and has held positions at the Department of Media & Communication, London School of Economics & Political Science, and at the University of Oslo. He has researched and written widely on many aspects of media education, new technologies, creativity, digital cultures and informal learning and has authored, co-authored or edited 18 books and has spoken at over 50 conferences in over 20 countries.

Both editors are chief investigators at the Australian Research Council Centre of Excellence for the Digital Child.