Group discussion on personal data and privacy (e.g., should we be concerned about data privacy? Why/why not?) Develop awareness of process for representing data (specifically, the interpretive challenges of data selection and representation).Develop some genre awareness for data visualization.Understand various contexts for using/representing data (including personal data including artistic/creative contexts).How much can you access? In what form? Does anything about this data surprise or concern you? Is it in an accessible and meaningful format? Would you want the whole class to have access to it? Your school? The state? Why or why not? Document any difficulties that arise in the process. Figure out if even you can download your data. Writing: personal data reflection: Choose any platform you use.Reading: blog post on data privacy and short video art project on analog representations of unconventional personal data.This scaffolding of key learning goals through a variety of activities helped students understand general conventions surrounding infographics so that they could make their own informed choices as communicators, and then “test” those choices through peer response. The sequence also integrated a well-supported writing process including drafting, peer response, instructor feedback, self-reflection, and revision. The module spanned several class sessions in order to build in time to develop students’ rhetorical awareness around infographics as a genre as well as to provide students with some low-stakes practice creating infographics before they began their own drafts. Demonstrate capacity to effectively represent data for a specific audience and purpose by creating an infographic.
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