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Critical Algorithmic Literacy: Explorations of Algorithmic Bias in Elementary School- [electronic resource]

자료유형: 학위논문파일 국외

최종처리일시: 20240214101249

ISBN: 9798379757489

DDC: 371

저자명: Moss, Scott H.

서명/저자: Critical Algorithmic Literacy: Explorations of Algorithmic Bias in Elementary School - [electronic resource]

발행사항: [S.l.]: : University of California, Los Angeles., 2023

발행사항: Ann Arbor : : ProQuest Dissertations & Theses,, 2023

형태사항: 1 online resource(203 p.)

주기사항: Source: Dissertations Abstracts International, Volume: 85-01, Section: B.

주기사항: Advisor: Mancevice, Nicole Anne.

학위논문주기: Thesis (Ed.D.)--University of California, Los Angeles, 2023.

사용제한주기: This item must not be sold to any third party vendors.

초록/해제: 요약This case study focuses on the implementation and analysis of critical algorithmic literacy (CAL) lessons in two grade 3/4 combination classes. The study involves one elementary school teacher and 36 students from a K-6 school in Southern California. By analyzing various data sources, I identified trends that could be helpful for future researchers and educators looking to introduce CAL in elementary education.The data indicate that merging computer science and Kellner and Share's (2019) Critical Media Literacy Framework represents a promising method for teaching contextualized algorithmic literacy models, like CAL, to elementary students. The study examines the importance of clear instructional examples for helping students grasp the concept of algorithms and their societal effects. It also highlights that a student's understanding of bias and basic computer science concepts can enhance their understanding of algorithmic bias and its societal impacts.This study also illustrates how lessons designed for older students can be successfully modified for elementary students. It examines both the challenges and potential for the CAL framework's design. Furthermore, it uncovers various obstacles and effective practices for integrating CAL instruction with third and fourth graders. Future research aiming to foster CAL in classrooms should investigate how teachers evaluate student learning and the role of general computer science knowledge in enabling critical examination of algorithmically driven media.