Contributions of Paulo Freire for a Critical Data Literacy: a Popular Education Approach

Paulo Freire is the patron of education in Brazil. His main work - the Popular Education pedagogy - influences many educators all over the world who believe in education as a way of liberating poor oppressed people. One of the outcomes of Freire's work is a literacy method, developed in the 1960's. In this paper, we propose the adoption of elements of Freire's Literacy Method for use in a pedagogical pathway towards data literacy. After tracing some parallels between literacy education and data literacy, we suggest some data literacy strategies inspired on Freire's method. We also derive from it a definition for critical data literacy.

2017 Faculty Accomplishments Reception

Program for the 2017 Faculty Accomplishments ReceptionIn Honor of University of Richmond Faculty Contributions to Scholarship, Research and Creative Work, January 2016 - December 2016March 17, 2017, 3:00 - 4:30 p.m.Boatwright Memorial Library, Research & Collaborative Study Area, First Floorhttps://scholarship.richmond.edu/far-programs/1002/thumbnail.jp

Supported Open Learning and Decoloniality: Critical Reflections on Three Case Studies

Open education has been highlighted as a route to social justice and decolonisation. This paper presents reflections on decolonisation processes pertaining to three educational technology projects conducted in Sub-Saharan Africa, Myanmar and Kenya, each of which featured contributions by The Open University (UK). Through recognising the importance of under-represented Global South perspectives, we consciously and critically reflect on our cases from a Global North framing to assess the extent to which the Supported Open Learning (SOL) model for engagement supports decolonisation and related processes. We use the categories of coloniality of being, coloniality of power, and coloniality of knowledge to structure our reflections. As open educational practice (OEP), the SOL model can offer a practical approach which emphasises equity and inclusion. SOL involves both an ethos and a set of pedagogical practices. This can support meaningful critical reflection and exchange while offering a pragmatic approach to the delivery of educational technology initiatives. In conclusion, a framework mapping features of SOL and their relation to decoloniality is offered

The BG News May 18, 1972

The BGSU campus student newspaper May 18, 1972. Volume 56 - Issue 115https://scholarworks.bgsu.edu/bg-news/3728/thumbnail.jp

Scholarly Communication Librarianship and Open Knowledge

The intersection of scholarly communication librarianship and open education offers a unique opportunity to expand knowledge of scholarly communication topics in both education and practice. Open resources can address the gap in teaching timely and critical scholarly communication topics—copyright in teaching and research environments, academic publishing, emerging modes of scholarship, impact measurement—while increasing access to resources and equitable participation in education and scholarly communication. Scholarly Communication Librarianship and Open Knowledge is an open textbook and practitioner’s guide that collects theory, practice, and case studies from nearly 80 experts in scholarly communication and open education. Divided into three parts: *What is Scholarly Communication? *Scholarly Communication and Open Culture *Voices from the Field: Perspectives, Intersections, and Case Studies The book delves into the economic, social, policy, and legal aspects of scholarly communication as well as open access, open data, open education, and open science and infrastructure. Practitioners provide insight into the relationship between university presses and academic libraries, defining collection development as operational scholarly communication, and promotion and tenure and the challenge for open access. Scholarly Communication Librarianship and Open Knowledge is a thorough guide meant to increase instruction on scholarly communication and open education issues and practices so library workers can continue to meet the changing needs of students and faculty. It is also a political statement about the future to which we aspire and a challenge to the industrial, commercial, capitalistic tendencies encroaching on higher education. Students, readers, educators, and adaptors of this resource can find and embrace these themes throughout the text and embody them in their work

UTILIZATION AND VALUE OF PUBLIC SECTOR INFORMATION FOR KNOWLEDGE DEVELOPMENT: THE CASE OF SOUTH AFRICA

Although there appears to be a broad recognition of the key role that Public Sector Information (PSI) can play in the development of societies, there are still significant gaps in our understanding of how PSI is actually being utilized and of its wider societal value, especially in developing countries. The overarching goal of this dissertation was to analyze the PSI utilization process within the knowledge creation context and the factors and conditions that affect its value and usability from the user perspective. More specifically, the thesis investigates the PSI-related factors and conditions that facilitate or hinder the utilization process, as well as the PSI attributes that affect its usefulness and value in two organizations working on social and economic development issues in South Africa: the Human Sciences Research Council (HSRC) and the Development Bank of Southern Africa (DBSA). The dissertation uses the information management process framework (Choo, 1995) and the information value-in-use framework (Repo, 1986) to guide the study\u27s design, data collection, data analysis, and presentation of the results. Employing a qualitative approach, a single case study was used to gather data through in-depth, semi-structured interviews, informal interviews, and document review. The study demonstrates that in their attempts to find and acquire the PSI needed for their work, the study participants faced a wide range of technical, institutional, and political obstacles and challenges. The study also demonstrates that several of the assumptions in the literature about PSI-related policies and resources were not applicable to a developing country. Despite these access challenges and issues related to PSI quality, the utilized PSI resources were still instrumental to the knowledge creation processes at the study sites and to the overall socioeconomic development of the country. The study concludes that in addition to the progressive legislation on information access and use in South Africa, effective PSI utilization for knowledge creation and development requires defined and clear national standards and mechanisms to ensure that the policies and guidelines are adhered to, and that the bureaucratic restrictions on information access and use are minimal. It also requires the development of an organizational culture that is sensitive to the value of its information assets and the effective management of relations with users. It is hoped that this effort can help PSI holders in South Africa and elsewhere to create more enabling environments so that the value of these resources can be maximize

Handbook Transdisciplinary Learning

What is transdisciplinarity - and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education