Peer Review

Social Justice and Data

Material Detail page

Reviewed:: Jun 18, 2024 by ICT Literacy

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Ratings

Overall Rating:

Content Quality:

Effectiveness:

Ease of Use:

Overview:

This open, no-code data literacy course focuses on examining social justice issues using a data lens and a feminist perspective. Activities include research and data analysis, visualization, and presentation.

Type of Material:

Syllabus

Recommended Uses:

Read assignment and discuss in class.

Do activites in class or as assignments.

Technical Requirements:

Works in Windows and Mac browers; requires spreadsheet and text-editing apps, which are provided.

Identify Major Learning Goals:

Strategies for reading and working with data, as well as experience performing simple data analysis and visualization,
An understanding of how societal and social factors impact the creation, analysis, and presentation of data,
Experience leveraging data resources to formulate research inquiries and narratives.

Target Student Population:

High School, College General Ed, College Lower Division, College Upper Division

Prerequisite Knowledge or Skills:

Basic ICT literacy, basic spreadsheet and text-editing skill; the instructor should know the concepts ahead of time

Content Quality

Rating:

Strengths:

The course was written by a male academic librarian. The reading material is up to date as of 2024, and reflects scholarly experrtise. The strongest topic is data evalujation. All readings and materials are provided, so the course serves as a stand-alone product, although the instructor should know the subject matter when using the course. The course could be offered in several disciiplines. Links work and are appropriately attributed.

Concerns:

mited full course informationLi. Statistical analysis is minimal. Slide decks consist mainly of definitions so the instructor needs to know the information will and be able to synthesize the concepts.

Potential Effectiveness as a Teaching Tool

Rating:
Strengths:: This course could be used as a starting point for a course based on the information present.The learning objects are clear, and relevant to ICT standards. The course assumes no prior knowledge on the part of the student, but instructors need to be knowledgeable ahead of time. The modules build upon each other progressively, and checks for understanding are based on student activities. The course would be easy to teach and make assignments for because it contains materials and readings. It is easier to implement if the instructor knows the topic well and can expand upon the slide deck and readings. The reading and activities make for efficient learning; it shoujld be noted thtat the course was developped for face-to-face delivery. The course was created to be applicable to academic and professional life, and incorportaes ICT literacy, even though ICT literacy per se is not mentioned.
Concerns:: The instructor needs to know the underlying concepts in order to teach this course. The slide decks are limited in terms of content; mainly consisting of definitions. The content is not fully development.

Ease of Use for Both Students and Faculty

Rating:

Strengths:

The instructions are clear, if minimal, and the course is easy to navigate independently. Technical tools are embedded in the source. The material and activities are engaging and applicable to several disciplines. The course can be used without guidance, but the instructor needs to be knowledgeable about the concepts ahead of time.

Concerns:

The slide decks do not look accessible (for the images) and are relatively dull.

The way that the course is structured shows both instructor and student information so it could be confusing for the students.

No help feature is apparent, but if an issue emerges, the user can post it online and get help.

Other Issues and Comments:

The course is designed to be taught face-to-face with an instructor.

Creative Commons: