Copyright 2024 held by Authors, DOI 10.48340/ecscw2024_dc08. Non-exclusive and irrevocable license to distribute the article granted to EUSSET DL. Except as otherwise noted, this paper is licensed under the Creative Commons Attribution license. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/deed.pt-br Brito, Luciana Sá; França, Juliana Baptista dos Santos, Vivacqua, Adriana Santarosa (2024): Design of Data Literacy Assets-based Learning Strategies with Marginalized Communities Inspired by Paulo Freire’s Pedagogy. In: Proceedings of the 22nd European Conference on Computer-Supported Cooperative Work: The International Venue on Practice-centered Computing on the Design of Cooperation Technologies - Doctoral Colloquium Contribution, Reports of the European Society for Socially Embedded Technologies (ISSN 2510-2591), DOI: 10.48340/ecscw2024_dc08 Design of Data Literacy Assets-based Learning Strategies with Marginalized Communities Inspired by Paulo Freire’s Pedagogy Luciana Sá Brito, Juliana Baptista dos Santos França, Adriana Santarosa Vivacqua Universidade Federal do Rio de Janeiro lbrito@cecierj.edu.br, julianabsf@ic.ufrj.br, avivacqua@ic.ufrj.br Abstract. This article presents the design of an ethnographic investigation through action research to propose a participatory educational design for teaching and learning data literacy (DL). We were inspired by the Paulo Freire method, which is collaborative in its philosophy and design. The proposal unites universities, social movements, public authorities, and territories through stages of culture circles. Asset-based design will be the epistemological approach for building and evaluating a learning method. The culture circles will occur in Complexo do Alemão Favelas, Rio de Janeiro, and may be extended to other communities. 2 1 Introduction We all create data daily, which is collected, counted, and computed on a massive scale by institutions (Lupi and Posavec, 2016). The volume of data in the world is increasing because information detection devices have become cheap and numerous and because the world’s capacity to store information has practically doubled every 40 months since the 1980s (NATIONS, 2023). However, even with evidence of the need to talk about data and its impact on our lives, we still need an education aligned with the social needs of the data-driven world. Meanwhile, 4 out of 10 Brazilians receive fake news daily (Brasil, 2022), technologies that claim to be scientific reinforce racism and other forms of injustice (Benjamin, 2023), surveillance systems are implemented without us having control over our privacy (Snowden, 2019), and social media algorithms possibly impact the population’s mental health (Faelens et al., 2021). Society’s difficulty in dealing with data can undermine democracy, facilitating the rise of fascism around the world, in addition to increasing the social contradictions generated by capitalism (Chomsky, 2005; País, 2018; Guardian, 2018; Post, 2023; Braziliense, 2023; Notícias, 2019; Brito et al., 2023; Castro- Gómez and Grosfoguel, 2007; Mignolo, 2007). In this reality, in which marginalization imposes everyday microaggressions and the development of systems that subjugate entire groups of people (Liang et al., 2021), an argument in favor of mass Data Literacy (DL) teaching is to enable citizens to interpret, understand, and use data effectively to maintain transparent and accountable governments (Bhargava et al., 2015). DL can help civil society catalog rights and violations, feed data-based journalism, and encourage citizen engagement in anti- corruption efforts. Furthermore, increasing DL can help overcome the digital divide problem (Bhargava et al., 2015). Educational Design carries out educational projects (Shackelford and Weekes- Shackelford, 2021). The principles of Educational Design derive from knowledge about human cognition and are related to secondary knowledge (Geary and Berch, 2016), which organizes knowledge into biological or evolutionary and primary knowledge. Humans evolved to acquire primary knowledge of listening to and speaking a native language, for example, which tends to be acquired automatically (Shackelford and Weekes-Shackelford, 2021). We can acquire secondary knowledge, but we have not specifically evolved this, so we need conscious effort to acquire it. An example of secondary knowledge is solving a simple equation, for which we must possess the primary-generic problem-solving strategy. However, we need to go further and learn domain-specific solving tactics offered explicitly. The main objective of this research is to build strategies to support DL learning with actors from historically marginalized territories. Other objectives are: 1) expand the voice of the territories so they can show their demands to the 3 government and society; 2) encourage the strengthening of social networks and collaboration between favela and university data collectives; 3) design educational resources for teaching and learning DL; 4) provide means for implementing public policies related to DL in Brazil. The question of this research is: How can we create DL teaching-learning methodologies and strategies, based on the Paulo Freire method and community assets in the favelas, to expand voices in the search for their rights?. 2 Related Work As works related to this research design, we present some references relevant to the use of Asset-based Design Approach in the context of CSCW research (subsection "CSCW and Asset-based Design") and DL education through the Popular Education philosophy (subsection "Data Literacy and Popular Education"). 2.1 CSCW and Asset-based Design HCI and CSCW researchers have explored teaching DL to citizens for engagement and civic interaction (D’Ignazio and Bhargava, 2016; D’Ignazio and Bhargava, 2020; Johnson et al., 2021), emphasizing ethical paths (Shapiro et al., 2020), equity, decolonization, sustainability (Bentley et al., 2023), feminism (D’ignazio and Klein, 2023), and well-being (Oman, 2021) in data teaching. In other contexts, they have provided methodological paths for community-based projects (Taylor et al., 2013; Balestrini et al., 2014, 2015). Sharing this perspective, asset-based design is a design approach that seeks to meet the communities’ needs by discovering their potential towards the participatory development of sustainable solutions (Wong-Villacres et al., 2021; Cho et al., 2019). The Asset-based Design Approach centers on individuals’ and communities’ existing potential (Wong-Villacres et al., 2021). In HCI and CSCW, assets-based design aids immigrants (Cho et al., 2019; Wong-Villacres et al., 2021) and human trafficking victims (Wong-Villacres et al., 2021). Asset-based Design key steps include knowing when to use it; identifying assets; amplifying voices; aligning assets with goals; and envisioning new futures (Wong-Villacres et al., 2020b). Intersectionality is crucial, addressing gender, race, ethnicity, language, and economic factors like low income (Cho et al., 2019). Assets-based design utilizes various resources, from institutional to intangible like knowledge, care, solidarity, cultural values, social networks, and local knowledge (Hui et al., 2020; Wong-Villacres et al., 2020b; Mills et al., 2019; Roldan et al., 2019; Karusala et al., 2017; Ismail and Kumar, 2018; Wong- Villacres et al., 2020a; Cho et al., 2019; Dickinson et al., 2019; Karusala et al., 4 2019; Pei and Nardi, 2019). This approach aligns with a CSCW perspective, offering support first in the social, then technical areas. 3 Data Literacy and Popular Education Popular education is politically significant and driven by a liberating pedagogy. It empowers individuals to question existing ideologies and fosters continuous learning and unlearning (Jara, 2010). We mapped literature on DL learning experiences through the Popular Education lens. DL learning based on the concept of Popular Education encompasses skills for data use and critical production, including reading, processing, communicating, and producing data (Tygel and Kirsch, 2016). Developing DL research alongside Popular Education is crucial given societal structures that perpetuate social disparities through exploitation and marginalization based on factors like race, gender, sexual orientation, and colonial history (Mignolo, 2007; Castro-Gómez and Grosfoguel, 2007). DL rooted in Popular Education (Tygel and Kirsch, 2016) stems from Paulo Freire’s Pedagogy (Freire, 1971, 2014; Lyra, 1996), which integrates the political and pedagogical dimensions (Machado, 2022), viewing literacy not just as technical skill acquisition but as a path to emancipation (D’Ignazio, 2017). Employing the PICOC protocol (Petticrew and Roberts, 2008) and defining search parameters, we explored Google Scholar, Scopus, IEEE Xplorer, and SciElo databases, yielding 102 publications, including articles, book chapters, and theses from 2015 to 2022. The study revealed four strategies for DL education. The most hegemonic, through the dialogue between science and art (D’Ignazio, 2017; D’Ignazio and Bhargava, 2020; Markham and Pereira, 2019; Stornaiuolo, 2020; Bhargava et al., 2016; Xie, 2018; Bhargava and D’Ignazio, 2015; Raffaghelli, 2022; Vacca et al., 2022b; Matuk et al., 2022; Vacca et al., 2022a). The second most used approach was based on real-world scenarios without the aid of art (Peer, 2019; Fotopoulou, 2021; Verständig, 2021). Other research (Verständig, 2021; D’Ignazio, 2017; D’Ignazio and Bhargava, 2016; Johnson et al., 2021; Bay and Atherton, 2021; Tygel, 2016; Hadzigeorgiou and Hadzigeorgiou, 2016) were inspired by practices based on epistemologies/ideologies/philosophies. Moreover, Tygel and Kirsch (2016) took a theoretical approach. In the science and art approach, the types of art for student engagement were muralism (D’Ignazio and Bhargava, 2020; Bhargava et al., 2016), theatrical performance (D’Ignazio and Bhargava, 2020; Markham and Pereira, 2019), printmaking (Stornaiuolo, 2020), photography (D’Ignazio, 2017; Matuk et al., 2022), jewelry (D’Ignazio, 2017), audiovisual (Xie, 2018), music (Bhargava and D’Ignazio, 2015), sculpture (Raffaghelli, 2022), comics (Vacca et al., 2022b; Matuk et al., 2022), dance (Matuk et al., 2022), collages (Matuk et al., 2022), and 5 memes (Vacca et al., 2022a). Integrating science and art fosters holistic learning experiences, aligning with popular education’s ethos. Both fields value creative imagination, which can transform reality perception and inspire attitudes toward life and its complexities (Hadzigeorgiou and Hadzigeorgiou, 2016). The proposal of this research differs from the works presented in the mapping because it is inspired by Paulo Freire’s culture circles for the collaborative construction of learning strategies with universities, territories, and public authorities, taking advantage of the positive features and potential found in territories and peer collaboration through Assets-based Design Approach. 4 Methods We will conduct an ethnographic study through action research using asset-based participatory design. The analysis method will be qualitative and quantitative, as recommended in the literature for discovering knowledge in Human-Computer Interaction (HCI) (Sharp et al., 2019; Lazar et al., 2017). The research methodology comprises steps defined by the research team and community interaction. The steps pre-defined by the research team are: 1) Identification of the problem within its context; 2) Systematic mapping about DL learning experiences based on the concept of Popular Education; 3) Holding and participating in Human-Data Interaction workshops to foster the emerging Brazilian community in the area; 4) Submission of the project to the research ethics committee; 5) Participating in a service learning project involving UFRJ’s community, public authorities, and local territories to conduct ethnographic research, action-oriented projects, and workshops with community actors; 6) Participatory design of the DL learning strategies; 7) Design of artifacts and educational resources; 8) Evaluation of results together with the community and experts; 9) Systematization of results. Step 4 has already been completed, and step 5 has begun. 4.1 Workshops Evaluation The evaluation of the workshops will consist of assessments carried out before and after each activity through written tests, interviews, direct observation of participants’ behavior, and notes of situations experienced during ethnography and action research. In addition, there will also be conversation circles with participants to evaluate the results and plan new steps. At the end of the collaborative work with the community, the methodology created, the derived artifacts, and other results will be submitted to experts in the areas of knowledge that make up DL in the complexity achieved during ethnography. 6 5 Design of the data literacy learning strategies The design of the learning methodology will be participatory with the Nave do Conhecimento of Nova Brasília - Complexo do Alemão, Universidade do Rio de Janeiro, and Rio de Janeiro City Hall in at least two cycles of Design Science Research (DSR) (Fig.1). The first cycle is inspired by the Paulo Freire method and his culture circles, conducted through the action research method, in which the researcher and the community negotiate the activities carried out in the workshops. The second cycle will involve workshop activities with Nave partner communities to improve the strategies. We expect that there will be a third cycle of improvement with social movement collectives. After the cycles end, the method will be evaluated with experts and groups collaborating in the design process. Figure 1. Design science research methodology Process Map by Ken Peffers and Chatterjee (2007). 5.1 Culture circles for data literacy The preliminary design of the method described in steps 5 and 6 (Methods), and the first DSR cycle mentioned in section 4, follows the inspiration of the Paulo Freire method in its stages. It takes place in 4 joint efforts: 1) Community outreach: to initiate contact with participants to establish bonds of trust and achieve partnerships; 2) Coding phase: to explore the generating themes that will give impetus to discovering the subjects that the community wants to address in the workshops; 3) Culture circles: to make the thematic delimitation; 4) The data literacy campaign: to express participants’ thoughts about the reality in which they live while the educator problematizes the issues raised by the group. 7 When writing this article, we are finishing the first joint effort. In the second, a photovoice workshop (Lu et al., 2023; O’Leary et al., 2021) will be held, in which culture circles will find topics of interest to the community for discussion about data. 5.2 Expected results and contributions The expected contribution of this research is a learning environment with activities and educational resources aimed at learning DL. This environment will mainly focus on helping vulnerable communities obtain the knowledge necessary to claim their rights as citizens through collection, management, analysis, and argumentation through data. 6 Conclusion Based on the Paulo Freire method, we propose creating DL learning strategies in collaboration with favela actors. The research design is proposed by a team of educators, headed by me as the first author of this paper. I have been an Instructional Designer at the Secretariat of Science, Technology, and Innovation of the State of Rio de Janeiro for over ten years, and a science educator with at least 17 years of experience in the classroom. The inspiration for this project comes from my trajectory of activism in social movements and my interest in activism through data. The dream of another world possible through education, solidarity, affection, and cooperative relationships that go beyond market logic led me to choose to work in territories, as well as the unfavorable context in which the population of the global South finds itself in the face of the data deluge and the absence of DL programs designed by and for the Brazilian population. I invite the public and other researchers to join this proposal due to its intrinsically collaborative nature. Acknowledgments A special thanks to the educators and community at Nave do Conhecimento, the Instituto de Desenvolvimento e Ação Comunitária, the service learning staff at the Universidade Federal do Rio de Janeiro, and the Secretariat of Science and Technology of Rio de Janeiro, for making this partnership possible. Other special thanks to all ECSCW and SIGCHI researchers who supported this research and welcomed us into the community 8 References Balestrini, M., J. Bird, P. Marshall, A. Zaro, and Y. Rogers (2014): ‘Understanding sustained community engagement: a case study in heritage preservation in rural Argentina’. In: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. New York, NY, USA, p. 2675–2684, Association for Computing Machinery. Balestrini, M., T. Diez, P. Marshall, A. Gluhak, and Y. Rogers (2015): ‘IoT Community Technologies: Leaving Users to Their Own Devices or Orchestration of Engagement?’. EAI Endorsed Transactions on Internet of Things, vol. 1, no. 1. Bay, J. and R. Atherton (2021): ‘Rhetorics of data in nonprofit settings: How community engagement pedagogies can enact social justice’. Computers and Composition, vol. 61, pp. 102656. Rhetorics of Data: Collection, Consent, ’&’ Critical Digital Literacies. Benjamin, R. (2023): ‘Race after technology’. In: Social Theory Re-Wired. 65 Bridge Street. Cambridge CB2 1UR, UK: Routledge, pp. 405–415. Bentley, C., C. Muyoya, S. Vannini, S. Oman, and A. Jimenez (2023): ‘Intersectional approaches to data: The importance of an articulation mindset for intersectional data science’. Big Data & Society, vol. 10, no. 2, pp. 20539517231203667. Bhargava, R., E. Deahl, E. Letouzé, A. Noonan, D. Sangokoya, and N. Shoup (2015): ‘Beyond data literacy: Reinventing community engagement and empowerment in the age of data’. MIT Libraries, vol. 1, no. 1, pp. 37. Bhargava, R. and C. D’Ignazio (2015): ‘Designing tools and activities for data literacy learners’. In: Workshop on data literacy, Webscience. Oxford, UK, MIT Media Lab. Bhargava, R., R. Kadouaki, E. Bhargava, G. Castro, and C. D’Ignazio (2016): ‘Data murals: Using the arts to build data literacy’. The Journal of Community Informatics, vol. 12, no. 3. Brasil, C. (2022): ‘4 em cada 10 brasileiros afirmam receber fake news diariamente’. Retrieved 23 January 2024 from https://www.cnnbrasil.com.br/nacional/4-em-cada-10-brasileiros- afirmam-receber-fake-news-diariamente/. Braziliense, C. (2023): ‘Bolsonaro confirma envio de fake news a empresário: "Qual o problema?"’. Retrieved 24 January 2024 from https://www.correiobraziliense.com.br/politica/2023/08/5119274-bolsonaro-confirma-envio- de-fake-news-a-empresario-qual-o-problema.html. Brito, L., J. França, A. Dias, and A. Vivacqua (2023): ‘Diálogos, coincidências e complementaridades epistemológicas em Interação Humano-Dados’. In: Anais do II Workshop Investigações em Interação Humano-Dados. Porto Alegre, RS, Brasil, pp. 11–18, SBC. Castro-Gómez, S. and R. Grosfoguel (2007): ‘Colonialidad del poder y clasificación social’. In: S. Castro-Gómez and R. Grosfoguel (eds.): El giro decolonial. Reflexiones para una diversidad epistémica más allá dela capitalismo global. Bogotá D.C.: Siglo del Hombre Editores, Chapt. 5, p. 33. Cho, A., R. G. Herrera, L. Chaidez, and A. Uriostegui (2019): ‘The "Comadre" Project: An Asset- Based Design Approach to Connecting Low-Income Latinx Families to Out-of-School Learning Opportunities’. In: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. New York, NY, USA, p. 1–14, Association for Computing Machinery. Chomsky, N. (2005): ‘On Fake News and Other Societal Woes’. Retrieved 24 January 2024 from https://chomsky.info/20051207/. 9 Dickinson, J., M. Díaz, C. A. Le Dantec, and S. Erete (2019): ‘"The cavalry ain’t coming in to save us": Supporting Capacities and Relationships through Civic Tech’. Proc. ACM Hum.- Comput. Interact., vol. 3, no. CSCW. D’Ignazio, C. (2017): ‘Creative data literacy: Bridging the gap between the data-haves and data- have nots’. Information Design Journal, vol. 23, no. 1, pp. 6–18. D’Ignazio, C. and R. Bhargava (2016): ‘DataBasic: Design principles, tools and activities for data literacy learners’. The Journal of Community Informatics, vol. 3, no. 12. D’ignazio, C. and L. F. Klein (2023): Data feminism. MIT press. D’Ignazio, C. and R. Bhargava (2020): ‘13. Data visualization literacy: A feminist starting point’. Data visualization in society, vol. 1, no. 1, pp. 207. Faelens, L., K. Hoorelbeke, R. Cambier, J. van Put, E. Van de Putte, R. De Raedt, and E. H. Koster (2021): ‘The relationship between Instagram use and indicators of mental health: A systematic review’. Computers in Human Behavior Reports, vol. 4, pp. 100121. Fotopoulou, A. (2021): ‘Conceptualising critical data literacies for civil society organisations: agency, care, and social responsibility’. Information, Communication & Society, vol. 24, no. 11, pp. 1640–1657. Freire, P. (1971): Pedagogia do oprimido. Rua do Triunfo, 177. Santa Efigênia, São Paulo, SP: Paz e Terra. Freire, P. (2014): Educação como prática da liberdade. Rua Argentina, 177, 3º andar, São Cristóvão. Rio de Janeiro, RJ.: Editora Paz e Terra. Geary, D. C. and D. B. Berch (2016): ‘Evolution and children’s cognitive and academic development’. Evolutionary perspectives on child development and education, vol. 1, no. 1, pp. 217–249. Guardian, T. (2018): ‘Revealed: 50 million Facebook profiles harvested for Cambridge Analytica in major data breach’. Retrieved January 2024 from https://www.theguardian.com/news/2018/mar/17/cambridge-analytica-facebook-influence- us-election. Hadzigeorgiou, Y. and Y. Hadzigeorgiou (2016): ‘Artistic’Science Education. University of the Aegean. Rhodes, Greece: Springer. Hui, J., N. R. Barber, W. Casey, S. Cleage, D. C. Dolley, F. Worthy, K. Toyama, and T. R. Dillahunt (2020): ‘Community Collectives: Low-tech Social Support for Digitally-Engaged Entrepreneurship’. In: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems. New York, NY, USA, p. 1–15, Association for Computing Machinery. Ismail, A. and N. Kumar (2018): ‘Engaging Solidarity in Data Collection Practices for Community Health’. Proc. ACM Hum.-Comput. Interact., vol. 2, no. CSCW. Jara, O. H. (2010): ‘Popular education and social change in Latin America’. Community Development Journal, vol. 45, no. 3, pp. 287–296. Johnson, B., B. Rydal Shapiro, B. DiSalvo, A. Rothschild, and C. DiSalvo (2021): ‘Exploring Approaches to Data Literacy Through a Critical Race Theory Perspective’. In: Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems. New York, NY, USA, Association for Computing Machinery. Karusala, N., I. Holeman, and R. Anderson (2019): ‘Engaging Identity, Assets, and Constraints in Designing for Resilience’. Proc. ACM Hum.-Comput. Interact., vol. 3, no. CSCW. Karusala, N., A. Vishwanath, A. Kumar, A. Mangal, and N. Kumar (2017): ‘Care as a Resource in Underserved Learning Environments’. Proc. ACM Hum.-Comput. Interact., vol. 1, no. CSCW. 10 Ken Peffers, Tuure Tuunanen, M. A. R. and S. Chatterjee (2007): ‘A Design Science Research Methodology for Information Systems Research’. Journal of Management Information Systems, vol. 24, no. 3, pp. 45–77. Lazar, J., J. H. Feng, and H. Hochheiser (2017): Research methods in human-computer interaction. 50 Hampshire Street, 5th Floor, Cambridge, MA 02139, United States: Morgan Kaufmann. Liang, C. A., S. A. Munson, and J. A. Kientz (2021): ‘Embracing Four Tensions in Human- Computer Interaction Research with Marginalized People’. ACM Trans. Comput.-Hum. Interact., vol. 28, no. 2. Lu, A. J., S. Sannon, S. Brewer, K. N. Jackson, J. Green, D. Reeder, C. Wafer, and T. R. Dillahunt (2023): ‘Organizing Community-based Events in Participatory Action Research: Lessons Learned from a Photovoice Exhibition’. In: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems. New York, NY, USA, Association for Computing Machinery. Lupi, G. and S. Posavec (2016): Dear data. 202 Warren Street. Hudson. New York 12534: Chronicle books. Lyra, C. (1996): As quarenta horas de Angicos: uma experiência pioneira de educação. Rua Bartira, 387. São Paulo, SP: Cortez Editora. Machado, L. A. (2022): hooks, bell. Ensinando pensamento crítico: sabedoria prática. Tradução: Bhuvi Libanio. São Paulo: Elefante, 2020. São Paulo: Elefante. Markham, A. N. and G. Pereira (2019): ‘Analyzing public interventions through the lens of experimentalism: the case of the Museum of Random Memory’. Digital Creativity, vol. 30, no. 4, pp. 235–256. Matuk, C., K. DesPortes, A. Amato, R. Vacca, M. Silander, P. Woods, and M. Tes (2022): ‘Tensions and synergies in arts-integrated data literacy instruction: Reflections on four classroom implementations’. British Journal of Educational Technology, vol. 53, no. 5, pp. 1159– 1178. Funding Information: We thank Veena Vasudevan who supported the curriculum design and implementations described in this study. We also acknowledge support from the National Science Foundation through a collaborative Discovery Research K-12 award (1908557, 1908142, 1908030). Publisher Copyright: © 2022 British Educational Research Association. Mignolo, W. D. (2007): ‘Delinking: The rhetoric of modernity, the logic of coloniality and the grammar of de-coloniality’. Cultural studies, vol. 21, no. 2-3, pp. 449–514. Mills, K., E. Bonsignore, T. Clegg, J. Ahn, J. Yip, D. Pauw, L. Cabrera, K. Hernly, and C. Pitt (2019): ‘Connecting children’s scientific funds of knowledge shared on social media to science concepts’. International Journal of Child-Computer Interaction, vol. 21, pp. 54–64. NATIONS, U. (2023): ‘Big Data for Sustainable Development’. Retrieved 16 February 2023 from https://www.un.org/en/global-issues/big-data-for-sustainable-development. Notícias, S. (2019): ‘CPMI das Fake News é instalada no Congresso’. Retrieved 24 January 2024 from https://www12.senado.leg.br/noticias/materias/2019/09/04/cpmi-das-fake-news-e- instalada-no-congresso. O’Leary, T. K., E. Stowell, J. A. Hoffman, M. Paasche-Orlow, T. Bickmore, and A. G. Parker (2021): ‘Examining the Intersections of Race, Religion & Community Technologies: A Photovoice Study’. In: Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems. New York, NY, USA, Association for Computing Machinery. Oman, S. (2021): Understanding well-being data: Improving social and cultural policy, practice and research. Springer Nature. 11 País, E. (2018): ‘Noam Chomsky: “As pessoas já não acreditam nos fatos”. Retrieved 24 January 2024 from https://brasil.elpais.com/brasil/2018/03/06/cultura/1520352987_936609.html. Peer, F. (2019): ‘Community Indicator Data Dashboards as Infrastructures for Data Literacy’. In: Companion Publication of the 2019 on Designing Interactive Systems Conference 2019 Companion. New York, NY, USA, p. 109–112, Association for Computing Machinery. Pei, L. and B. Nardi (2019): ‘We did it right, but it was still wrong: Toward assets-based design’. In: Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems. Glasgow, Scotland UK, pp. 1–11, Proceedings of CHI Conference on Human Factors in Computing Systems Extended Abstracts, Glasgow, Scotland UK. Petticrew, M. and H. Roberts (2008): Systematic reviews in the social sciences: A practical guide. 350 Main Street, Malden, MA 02148-5020, USA: John Wiley & Sons. Post, T. W. (2023): ‘How Donald Trump uses dishonesty’. Retrieved 24 January 2024 from https://www.washingtonpost.com/politics/2023/12/04/trump-misinformation-republicans/. Raffaghelli, J. E. (2022): Educators’ data literacy: Understanding the bigger picture. Park Square, Milton Park, Abingdon, Oxon OX14 4RN: Routledge. Roldan, W., P. Vanegas, L. Pina, C. Gonzalez, and J. Yip (2019): ‘The role of funds of knowledge in online search and brokering’. International Society of the Learning Sciences, vol. 1, no. 1. Shackelford, T. K. and V. A. Weekes-Shackelford (2021): Encyclopedia of evolutionary psychological science. Gewerbestrasse 11, 6330 Cham, Switzerland: Springer. Shapiro, B. R., A. Meng, C. O’Donnell, C. Lou, E. Zhao, B. Dankwa, and A. Hostetler (2020): ‘Re-Shape: A Method to Teach Data Ethics for Data Science Education’. In: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems. New York, NY, USA, p. 1–13, Association for Computing Machinery. Sharp, H., J. Preece, and Y. Rogers (2019): ‘Interaction design: beyond human-computer interaction’. Snowden, E. (2019): Permanent Record: A Memoir of a Reluctant Whistleblower. The Smithson, 6 Briset Street, London EC1M 5NR: Pan Macmillan. Stornaiuolo, A. (2020): ‘Authoring Data Stories in a Media Makerspace: Adolescents Developing Critical Data Literacies’. Journal of the Learning Sciences, vol. 29, no. 1, pp. 81–103. Taylor, N., K. Cheverst, P. Wright, and P. Olivier (2013): ‘Leaving the wild: lessons from community technology handovers’. In: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. New York, NY, USA, p. 1549–1558, Association for Computing Machinery. Tygel, A. F. (2016): ‘Semantic tags for open data portals: metadata enhancements for searchable open data’. Federal University of Rio de Janeiro, vol. 1, no. 1. Tygel, A. F. and R. Kirsch (2016): ‘Contributions of Paulo Freire for a Critical Data Literacy: a Popular Education Approach’. J. Community Informatics, vol. 12, no. 3. Vacca, R., K. DesPortes, M. Tes, M. Silander, A. Amato, C. Matuk, and P. J. Woods (2022a): ‘What Do You Meme? Students Communicating their Experiences, Intuitions, and Biases Surrounding Data Through Memes’. In: Proceedings of the 21st Annual ACM Interaction Design and Children Conference. New York, NY, USA, p. 212–224, Association for Computing Machinery. Vacca, R., K. DesPortes, M. Tes, M. Silander, C. Matuk, A. Amato, and P. J. Woods (2022b): ‘”I happen to be one of 47.8%”: Social-Emotional and Data Reasoning in Middle School Students’ Comics about Friendship’. In: Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. New York, NY, USA, Association for Computing Machinery. 12 Verständig, D. (2021): ‘Critical Data Studies and Data Science in Higher Education: An interdisciplinary and explorative approach towards a critical data literacy’. Seminar.net, vol. 17, no. 2. Wong-Villacres, M., C. DiSalvo, N. Kumar, and B. DiSalvo (2020a): ‘Culture in Action: Unpacking Capacities to Inform Assets-Based Design’. In: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems. New York, NY, USA, p. 1–14, Association for Computing Machinery. Wong-Villacres, M., A. Gautam, W. Roldan, L. Pei, J. Dickinson, A. Ismail, B. DiSalvo, N. Kumar, T. Clegg, S. Erete, E. Roden, N. Sambasivan, and J. Yip (2020b): ‘From Needs to Strengths: Operationalizing an Assets-Based Design of Technology’. In: Companion Publication of the 2020 Conference on Computer Supported Cooperative Work and Social Computing. New York, NY, USA, p. 527–535, Association for Computing Machinery. Wong-Villacres, M., A. Gautam, D. Tatar, and B. DiSalvo (2021): ‘Reflections on Assets-Based Design: A Journey Towards A Collective of Assets-Based Thinkers’. Proc. ACM Hum.- Comput. Interact., vol. 5, no. CSCW2. Xie, A. (2018): ‘Democratic Design: Creating diagrams to draw young citizens together’. Ph.D. thesis, OCAD University.