The Role of Framing in Educators’ Conversations around Youth’s Engagement in Community-Centered Artistic Data Visualization

This study presents analysis of an episode about the sensemaking among facilitators and a researcher-designer about youth’s learning of artistic data visualization in an informal education program. With micro-analysis of discourse, it explores the framing and interpretation participants use about youth, the scope of framing, and themes when re-framing occurs. The findings speak to the dynamic nature of the resources used in educators’ sensemaking, as well as potential opportunities for re-framing that position youth in asset-oriented perspectives.