Workshop of information literacies: Online inquiry about climate change

The goals of the workshop were to teach the topic of climate change to 8th graders and develop their skills of online inquiry.The students made presentations of climate change to different target groups. The workshop was part of the larger Climate change project (‘theme days’) for all 8th graders. The workshop lasted three days, during which the students learned methods for online inquiry, how to be critical to the data in the Internet and search for  suitable data to their target group (e.g. pre-school children, other students in the lower secondary school, parents and  the local people in the suburb area). The students designed and created presentations, such as videos, articles to the local magazine and a speech to  the school radio. All the presentations were published after the workshop.

  • digital literacies, climate change, online inquiry, data search
  • text
  • text: lesson plan
  • pdf
  • Arja Kangasharju / Lintumetsä school, Finland
  • Attribution – Share Alike (CC BY-SA)
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  • Online inquiry about climate change and own presentations -workshop
  • 1) To develop students digital skills and especially online inquiry skills 2) To learn from climate change by making presentations 3) To create digital material for the presentations and publish them
  • x Direct teaching (e.g. teacher giving a lecture to introduce key concepts) x Group work (e.g., students working in small group to pursue a common objective) x Brainstorming (e.g. students engaged in process of generation of ideas)
  • All the practises were organized through the Google Classroom. The students used iMovie to make the videos with iPads. The completed works could be saved and shared, e.g., in the Google Classroom course. The students wrote the articles collaboratively in Google docs.
  • Introduction Concepts concerning climate change were introduced to students by a presentation which the teacher of biology and geography had made for them. Examples of different kinds of online information were analysed together with the students (fake news or not?) e.g. The climate is warming / The climate is cooling Instructions of how to search, analyse and evaluate online information were given by the teacher of Finnish language and literature. Activity A course area created in Google Classroom was used as a material repository, where both teachers and students shared their materials and links. The small groups decided who they will inform about climate change and what media is used for their presentation (e.g. an article in the local magazine, presentation video to parents, video for pre-school children etc.) The students filled in an online inquiry plan and self estimation in working documents (English translation of the working document template). In the end of the project the students self-estimated their learning and working in small groups. Conclusion In the workshop the 8th graders practised the online inquiry process: searching, collecting, analysing and evaluating information concerning climate change. They also learned online reading comprehension whilst searching information and making their own presentations on the basis of it as well as source validation and verification taking into consideration their target public and the media they wanted to use for their presentation. The students used digital media - for collaborative online writing, making videos, tutorials etc. Learning copyright issues were also involved in the workshop’s aims. The students had to search for information on the internet themselves and consider how best to explain it to their target groups. They had to pay attention to what kind of information is needed and suitable to their audience. The students had to work quite efficiently, as the workshop only took two days and the presentation day: The success of the workshop was also supported by the fact that there were two teachers available and about 15 students per workshop. That way the teachers were able to provide support at the right time to those who needed it. The teachers were kind of coaches to the students. The 8th graders participating in the workshop reported learning new things about climate change and online inquiry. They estimated that their skills in data searching were developed.
  • x Final evaluation (e.g. using a rubric to evaluate students’ final media products) x Self-evaluation (e.g. students self-evaluate their products)

Exploring Critical Digital Literacy Dimensions: DATA LITERACY

The term “data” is becoming probably a sort of buzzword. What do we
mean with “data”? How do you feel about the word “data”? And why
should we need to be “data literate”?
You might also come across “Big Data”, “Open Data” ,”Data Science”,
Datafication” and “Datafied” as words. And overall, some of this
words have positive connotations and others, very negative
implications for our lives. Clearly, we deal with a problem with many
facets. As educators, we need to explore them to understand which is
the message we want to cater to our students.
Overall, “data” refers to the digital data collected through our
interaction with digital spaces, apps, and smart technologies,
including the Internet of Things. And while this data might be part of
open, public knowledge and could be mined to produce new human
activities, like Artificial Intelligence, there are many connected
problems. Not only the form into which data are collected, without the
consent of the people from which such data are extracted, could be a
concern. Also, the surveillance, the end users’ manipulation through
nudges and recommendations, or the misrepresentation of collectives
are emerging issues connected to all the practices around data. As a
result, there is increasing concern in developing data literacy.
Data Literacy has received great attention over the last few years in
relation to school practices and has been identified as one of the
dimensions of the DETECT Critical Digital LIteracies framework.
Although the issue of Data Protection is usually addressed by relevant
policies at institutional level (mainly in relation to GDPR compliance)
less attention has been paid to raising educators as well as students’
awareness regarding the various aspects and sub-dimensions of data
literacy. Within the DETECT project the aim is to develop educators’
understandings of the multifacet issue of data literacy and also
support them with enhancing their students’ practices in relation to
data protection
This interactive, self-paced learning resource introduces three
perspectives on data literacy:
– Data Protection and Safety
– Open Data to develop critical citizens’ data literacy –
– Data Justice: exploring the dark side of data
The resource can be used either in educators’ workshops or
continuing training. Also it could be a good source of learning for
initial teachers’ education.
Moreover, the teachers could adopt some of the concepts for selfpaced
learning aimed at design lesson plans on data literacy for
secondary school learners.

  • Data Literacy, Data Protection and Safety, Open Data, Data Justice
  • text | image
  • Website with integrated resources: video, documents, interactive graphics
  • GoogleSites, mp4, Mentimeter presentation
  • Juliana Raffaghelli and Anastasia Gouseti
  • Attribution – Only noncommercial uses – Share Alike (CC BY-NC-SA)
  • https://sites.google.com/view/lttadataliteracy/home
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  • Ideally, this resource should be introduced prior to a workshop activity. The resource is aimed at working with educators in three phases: 1- Prior reading and exploring the teachers’ own approach to data 2- Workshop with discussion 3- Design for Learning
  • 1) To understand how data shapes our contemporary society, with relevant impacts on the educational context 2) To explore at least one of the several three perspectives on the problem of data in the society 3) To be able of designing for learning to support the development of data literacy in one of the three areas: data protection and safety; open data for critical citizenship; data justice.
  • Modeling (e.g. thinking aloud technique based on teacher shaping conceptual reasoning), Discussion (e.g. students engaged in an open debate on a certain topic), Project work (e.g., students working in small group to develop a project), Self-paced learning based on video and interactive resources
  • Min 90 minutes Max 240 minutes
  • Self-paced learning: 90 minutes per 3 learning pathways at learners’ will. Workshop: 240 mins (90 self-paced, 30 presentation/orientation, 60 groupwork, 60 plenary session) The activity starts with two introductory videos (15 mins) In the two videos, the concept of "data cultures" is introduced to reflect about the complexity of data in our societies. Dat cultures stands for a contextualised use of data, within education institutions, that allow the users to learn and to embrace balanced perspectives on data, to learn to live well with the above mentioned technological change. Therefore, the embedded idea is that data literacy requires not only technical, but also aesthetical, political and ethical approaches to understand and use data. The videos are followed by a brief readings, that prepare the participants’ choice of an activity of the three pathways offered. The learners are invited hence at select one of the pathways [ASYNCHRONOUS ACTIVITY, 90 minutes] We introduce three perspectives about data, as a complex problem, and invite you to select one to start learning. § Data Protection and Safety - Combining a reactive data "mindset" and the need to protect personal data, we'll explore the role of educators in supporting their own and ther students' awareness, security and safety while going through digital spaces. § Open Data to develop critical citizens' data literacy - Combining a proactive data "mindset" and the possibility to access to public, open data, we'll explore how open data can be used for civic education, also cultivating data visualization and data storytelling. § Data Justice: exploring the dark side of data - Combining a reactive data "mindset" and the need to access and generate fair public, open data, we'll explore the role of educators in promoting data justice. Therefore, there is a moment to share, discuss and prepare for designing a lesson plan as final outcome [ASYNCHRONOUS ACTIVITY, 40 min interactions with resources] + [ SYNCHRONOUS ACTIVITY, 90 min workgroup and 60 min plenary session] The participants engage with resources connected to the perspective chosen, and will debate around possible and future pedagogical practices.
  • Self-evaluation (e.g. students self-evaluate their products), Peer evaluation (e.g. mutual evaluation among students), Course evaluation by the participants.

Digitaaliset pelit ja sovellukset oppimisen ja opettamisen tukena-paja

Pajan tarkoituksena oli opettaa kahdeksasluokkalaisille ilmastonmuutosaihetta sekä
kehittää heidän digitaalisia taitojaan. Kolmas tavoite oli, että kahdeksasluokkalaiset
tuottavat itse digitaalista ilmastonmuutos-opetusmateriaalia. Pajamme pedagogisena
lähtökohtana oli flipped learning eli käänteinen oppiminen.
Näin ollen kahdeksasluokkalaiset saivat tehtäväkseen opettaa digitaalisin keinoin
ilmastonmuutos-teemaa 4-luokkalaisille. Paja kesti kolme päivää, jonka aikana oppilaat
suunnittelivat ja loivat mm. digitaalisia pelejä, meemejä, sarjakuvia, ristikoita, visailuja,
luokittelutehtäviä ja videoita ilmastonmuutoksesta.
Digitaalisesta opetusmateriaalista pidettiin yhteistyökoulussamme ja sitä aiottiin
hyödyntää myös jatkossa, ilmastonmuutos-oppituntien tukena.

  • Digital learning, Digital teaching Flipped learning, Climate change
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  • text
  • Lesson plan
  • pdf
  • Mari Makkonen / Lintumetsän koulu
  • Attribution – Share Alike (CC BY-SA)
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  • Digitaaliset pelit ja sovellukset opetuksen ja oppimisen tukena-paja
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  • 1) Kehittää oppilaan digitaalisia taitoja 2) Oppia ilmastonmuutoksesta itse opettamalla eli käänteisen oppimisen keinoin 3) Luoda digitaalista ilmastonmuutos- opetusmateriaalia Juvanpuiston alakoulun, 4-luokan oppilaille
  • x Project work (e.g., students working in small group to develop a project) x Brainstorming (e.g. students engaged in process of generation of ideas)
  • Pajassa työskenneltiin pääasiassa kannettavilla tietokoneilla ja iPadeilla. Digitaaliset pelit- ja tehtävät palautettiin Google Classroomiin luodulle kurssille, jonne kaikilla pajan osallistujilla oli pääsyoikeus. Näin 8-luokkalaiset pystyivät testaamaan toistensa digitaalisia pelejä ja tehtäviä ennen kuin ne implementoitiin 4-luokkalaisille. Osa digitaalisista alustoista/sovelluksista vaati oppilailta maksuttoman tilin tekemistä, jotta luonnokset ja valmiit työt pystyi tallentamaan ja jakamaan esimerkiksi Google Classroomin kurssille.
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  • Introduction Pajaan osallistuville 8-luokkalaisille annettiin tehtäväksi opettaa ilmastonmuutokseen liittyviä asioita digitaalisesti, kohderyhmänä olevalle Juvanpuiston 4-luokan oppilaille. Heidän tuli hyödyntää opetuksessa digitaalisia oppimisympäristöjä, peli- ja tehtäväalustoja/- sovelluksia. Activity Pajan alussa esittelimme 8-luokkalaisille pajan tavoitteet ja kohderyhmän. Tämän jälkeen kertasimme ja kävimme läpi opettajajohtoisesti ilmastonmuutokseen liittyviä perusasioita kuten sen vaikutuksia ympäristöön ja terveyteen. Tämä tapahtui Powerpointin, Kahootin ja havainnollistavien videoiden avulla. Sitten annoimme oppilaiden ideoida vapaasti, miten he toteuttaisivat ilmastonmuutoksen opettamisen 4- luokkalaisille digitaalisesti. Kokosimme nämä ideat taululle, jonka jälkeen yhdessä arvioimme, mitkä olisivat mahdollisesti toimivimpia. Tämän jälkeen esittelimme oppilaille muutamia valmiita digitaalisia pelejä, tehtäviä sekä itse oppimisalustoja/ -sovelluksia (Learningapps.org, Scoop.fi, Imgflip.com, iMovie,
  • Kohderyhmältä, Juvanpuiston 4-luokan oppilailta ja heidän luokanopettajaltaan kerättiin palautetta digitaalisista peleistä ja tehtävistä. Projektin lopuksi pajaan osallistuneilta 8-luokkalaisilta kerättiin itsearviointi ja palaute.