Defining Data Literacy Communities by Their Objectives: A Text Mining Analysis

The field of critical data studies has been deconstructing datafication, pointing out privacy risks in online communication, and criticising the surveillance and the exploitation of internet users. Research on civic tech and data activism seeks to analyse the ways in which different actors face the challenges posed by datafication and try to empower people to make informed decisions about their data.Data literacy becomes a crucial competence today as citizens face the challenges of living in datafied societies. Through a discussion of different concepts of literacy, the chapter characterises data literacy along four specific criteria: (1) citizens possess knowledge of datafication, the ambivalences and challenges they are forced to confront, (2) people have access to their personal data, and (3) they have the skills which are required to engage with data’s specific materiality.The definition of data literacy that is used here was developed in a study presented in this chapter that analysed the ways in which actors encourage and support data literacy at CryptoParties. CryptoParties are events where people meet to share knowledge and learn about critical data practices that allow secure online communication. As the study demonstrates, the diverse group of people who organise these events aim to enable and develop laypersons’ data literacy in an increasingly datafied world.In its discussion about CryptoParties, this chapter contributes to the research field of critical data studies on a general level, but more specifically, its focus is data literacy to demonstrate the ways in which civil society initiatives critically reflect on datafication and the complex risks to privacy posed by online communication.

Communities of identity, communities of practice: Understanding Santa Fe black-on-white pottery in the Española Basin of new Mexico

Within a perspective that views groups as communities of practice and sites of construction of knowledge, learning, and identity, this article aims to explore the contribution that participation in different groups over the course of one’s life provides to the development of the professional practices of psychotherapist trainees enrolled in the C.O.I.R.A.G. school, an Italian graduate program in group psychotherapy. Through qualitative analyses of 10 semi-structured interviews, our study empirically shows that by participating in groups, the trainees not only learn the practices of that group but also develop a sort of meta-learning which takes place across groups. The results highlight that: (1) Transversality, duration, and informality are found to be the group properties with the highest formative value; and (2) Learning practices across different groups have common characteristics: are organized around complex topics of group life (e.g., how to manage conflicts, how to join and leave groups, etc.), began in early group experiences, are in continuous evolution, are associated with a critical event, and a negative affect. At the same time, it seems that these critical events are exactly what triggered and sustained the learning practices. Data from the interviews also showed how professional identities are constructed as the outcome of learning in different communities of practice. The study outlines how the experience made in different groups is elaborated in and through meaningful self-narratives, highlighting them as a fundamentally collective and culturally shaped sense-making process. Overall, these results contribute to a better understanding of learning processes as situated and jointly constructed through multiple group participations over time. Furthermore, they contribute to highlighting the role of self-narratives as a primary way through which trainees shape their identity as self-reflexive professionals who are competent in reading group dynamics. Directions for future research and suggestions for psychotherapist training paths are outlined in the conclusions.

Data literacy is regarded as a critical competence for the 21st century as the range of skills and knowledge needed to handle data is now essential in our personal and professional lives. There is a widening gap between the demand for a data-literate workforce and the supply of properly trained individuals with data skills. This gap is increasingly recognized by universities, with some now prioritizing data skills for students to ensure that they are fully equipped for the future. Higher education has recognized data literacy as an important learning outcome to help students survive and thrive in this complex job market.There have been efforts to develop a data literacy competency framework to enhance our understanding of conceptions of data literacy and demonstrate how required data literacy skills and knowledge should be characterized. Such data literacy competency frameworks are found in multiple disciplines, including information science, computer science, and statistics. They serve as a descriptive tool that outlines and integrates the knowledge and skills needed to perform a specific job within the workforce and a guide for curriculum development and self-assessment tool for the students. This poster presentation will illustrate the preliminary results of a comparative analysis of data literacy competency frameworks to identify a set of common core competencies.

The history of English language education is punctuated with teaching and learning theories and approaches advocated by different communities of practice. One of such recent trend is the support for the integration of intercultural communicative competence (ICC) in the English language classroom. To date, minimal studies have examined this extension of the English language classroom. Hence, to determine the teaching practice of ICC this study looked at the identity-in-practice and -in-discourse, as well as sources of pedagogical knowledge of four English teachers teaching at private institutions in Bangkok. This study employed a discourse analysis approach to first identify the participants' emergent trajectories and funds of knowledge, and subsequently compared the findings with the fundamental principles of intercultural education, or the community of practice that support ICC. The findings indicated that while some participants' trajectories paralleled the tenets of ICC, there were also divergent ones. This reflected the contextualization of intercultural education, as well as the teachers' (lack of) knowledge regarding ICC. More than this, the findings also indicated the viability of a community of practice, especially for intercultural education, in a disparate educational sector.

Communities, boundary practices and incentives for knowledge sharing?

Previous studies of communities of practice had often emphasized the ease with which members are able to participate in the collective learning process through joint practices within a particular community. However, nothing much has been done to reveal the difficulties and problems of learning between different communities due to different and sometimes conflicting identities and power inequalities. This article reports a failed experience of a tertiary institution to outsource its information technology (IT) department. By highlighting the social conflicts experienced by the in-house IT technicians in coordinating with the outsourcing staff, we argue that the received unitary, managerialist viewpoints of communities of practice somehow neglect the broader social context and micro-political factors of learning. This neglect underestimates the critical challenges of resolving the social tensions caused by multiple identities and embedded power differentials across different communities of practice.

This study concerns the continuing professional development (CPD) of vocational teachers. As a starting point, vocational teaching as a profession is based on a type of dual professionalism. Thus, the conditions of vocational teachers’ competence in their teaching subject differ from those of other groups of teachers. In this article, we analyse vocational teachers’ participation in a Swedish national initiative that targets vocational teachers’ CPD within their vocational subjects. Because of changes in working life and demands to strengthen the quality of Swedish vocational education, vocational teachers are expected to be well qualified and up-to-date in the vocation they teach. Swedish vocational teachers normally spend most of their time teaching in schools, and the means through which vocational teachers meet the demands of contemporary vocational competence differ. The national initiative provides vocational teachers opportunities to participate in the vocational, work-life community of practice of their subject for at least 2 weeks. This study aims to explore vocational teachers’ participation in this CPD programme. The analysis is based on registry data on participation in the initiative. Our theoretical foundation is the socio-cultural theory of identity formation, with a focus on the boundary crossing between different communities of practice, and a theory of adults’ participation in education. The findings show differences in participation according to age, vocational area, and geographic location. The results indicate that participation opportunities may be influenced by, for example, institutional factors and situational factors. This implication is discussed in relation to vocational teachers’ development of a professional identity and their teaching of the vocational subject.

In the four parts of Jonathan Swift’s Gulliver’s Travels, the narrator attends closely to the manual skills, crafts, and techniques of the different countries visited and to the materials and instruments by which they are mediated. The patterned, motif-like presentation of these observations and their rich contextual background, both historical and literary, indicate their special significance. These references to technique play an important, previously underappreciated role in Gulliver. They form a thematic connection between its embodied, sensual, compulsive descriptions of the world and its sociopolitical satire, the latter focusing on technocratic, professionalized statecraft. They are crucial to the peculiar fullness with which Swift’s writing imagines different communities of practice and different ecologies of mind.

Two academic libraries undergoing significant organizational changes were the location for a project that researched how staff members and subunits of the libraries made collective judgments, negotiated what is sometimes called the “landscape of practice”—the collective body of knowledge of their profession—and thus came to collective understandings about how to manage the changes they faced. Over a year, participants engaged in a series of facilitated sessions of concept mapping in which they created maplike diagrams depicting their knowledge of the library’s operation. These sessions both facilitated and recorded the intersubjective agreement that staff members reached regarding the relevance of the resources available to them. These mapping sessions helped participants cross the boundaries between different communities of practice, groups of people working in the same professional area. The sessions enhanced participants’ reflection on their own practices and their knowledgeability of other practices across the landscape of the library. The project shows how techniques for learning stewarding and enhancing knowledgeability can be integrated into a workplace environment, whether an academic library or elsewhere.

In this paper we address the biography of a set of copper nails recovered in 1998 from a Late Iron Age structure located at the archaeological site of Puig de Sa Morisca (Mallorca, Spain). The archaeometric and typological analyses conducted on these nails allowed us to relate them to nautical technology, as well as to approach the origin of the raw materials and the production processes involved in their manufacture. The biographical information obtained from these studies has been crucial to address the extensive mobility of these copper nails through the Western Mediterranean during the Iron Age, as well as to approach their fluid nature and association with different communities of practice, assemblages and appropriation phenomena.

This paper examines the activity of «intervenants sociaux judiciaires» : social workers acting as mediators between different parties of the judiciary system for different tasks. First, the author describes and presents this activity as being in the middle of different communities of practice. Secondly, the article shows how the theoretical framework of the communities of practice can be enhanced by the research of Delbos and Jorion regarding fishermen.

Políticas lingüísticas sensibles al género y la deconstrucción de estereotipos de género en los manuales de ELE

Our point of departure is that the relationship between social science, cooperative working and technology is not as much a matter of differences in understanding, as it is a matter of how to accomplish change. This chapter outlines an approach to design of CSCW where change is addressed in terms of ''expansion of the work practice''. To facilitate the change process as a process of expansion, scenarios are used as springboards. Creation and use of scenarios are supported by a conceptual ''toolbox''. The foundation for this toolbox is an understanding of the design process as ``abductive thinking'' consisting of idea generation and systematic reflection, and an understanding of design tools inspired from activity theory. As design processes may involve different communities of practice, we discuss the role of scenarios as boundary objects.

Real-time access to key performance indicators is necessary to ensure timeliness and effectiveness of operational business processes. The concept of Business Activity Monitoring (BAM) refers to the observation, analysis, and presentation of real-time information about business activities across systems' and companies' borders. Designing and maintaining BAM applications is challenging, as the involved concepts (e.g., business processes, audit logs, performance measures) --though being strongly interrelated-- are developed by different communities of practice. Also, they reside on different levels of abstraction, and are handled by different IT systems. Hence, we developed a conceptual modeling language which extends the widely accepted Business Process Modeling Notation (BPMN) by BAM-relevant concepts. The main results presented in this paper are: (1) a meta-model which formally describes the conceptual aspects of the developed BPMN extension (abstract syntax); (2) graphical symbols as an exemplary representation of this abstract syntax (concrete syntax); (3) a demo scenario that illustrates the application of the language in a fictitious scenario.