The Role of Entry Points in Defining, Cultivating, and Sustaining Community Learning with Data Artists

January 1st, 2024 | RESEARCH

This poster proposal focuses on entry points as a lens for analyzing learning in community learning events (CLEs), which involve youth ‘data artists’ and community members. Thematic analysis of qualitative data is used to understand how entry points influence learning at CLEs and inform future iterations of the current project. Early analysis shows three emergent themes: geography and physicality; relationality, and communication.

Document

https://repository.isls.org/handle/1/11057

Team Members

George Schafer, Author, Drexel University
Elizabeth B. Dyer, Author, University of Illinois Urbana-Champaign
Christopher Wright, Author, Drexel University
Lynn Hodge, Author, University of Tennessee Knoxville
Yilang Zhao, Author, University of Tennessee Knoxville

Funders

Funding Source: NSF
Funding Program: AISL
Award Number: 2215004

Related URLs

Mathematizing, Visualizing, and Power (MVP): Appalachian Youth Becoming Data Artists for Community Learning

Tags

Access and Inclusion: Rural
Audience: General Public | Learning Researchers | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Art | music | theater | Computing and information science | Mathematics
Resource Type: Research
Environment Type: Citizen Science Programs | Community Outreach Programs | Public Programs