Being literate in data or practices: how paradata functions in the context of literacy
Introduction. Datafication of information practices underlines the importance of better understanding of data literacy and documentation. Framing data literacy as a sociocultural information practice, we draw from its conceptual affinities with the notion paradata to advance the understanding what...
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| Format: | Article |
| Language: | English |
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University of Borås
2025-05-01
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| Series: | Information Research: An International Electronic Journal |
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| Online Access: | https://publicera.kb.se/ir/article/view/52324 |
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| author | Isto Huvila Michael Olsson Olle Sköld Jessica Kaiser Lisa Andersson |
| author_facet | Isto Huvila Michael Olsson Olle Sköld Jessica Kaiser Lisa Andersson |
| author_sort | Isto Huvila |
| collection | DOAJ |
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Introduction. Datafication of information practices underlines the importance of better understanding of data literacy and documentation. Framing data literacy as a sociocultural information practice, we draw from its conceptual affinities with the notion paradata to advance the understanding what it takes to be(come) literate, and how paradata functions in the context of literacy.
Method. Theoretical discussion draws from an interviews with (N=) 33 professionals working with archaeological data.
Analysis. Interview transcripts were analysed using a method based on the constant comparative method and close reading.
Results. Four facets of being literate with archaeological data were identified: information making literacy, syntactic literacy, information taking literacy and interpretative literacy. Becoming literate is influenced by the parallel (in)adequacy of individual facets. Literacies’ social being-in-making makes becoming literate hard. Finally, paradata potentially 1) contributes developing and enacting individual literacies, 2) catalysing and impeding convergence of literacies, and 3) enacting the contexts of literacies.
Conclusions. Paradata, as a concept referring to practice-related meta-information, provides means to operationalise what can be known and communicated about practices as a contextual constituent of literacy. Paradata helps in becoming and staying literate. Finally, literacy can be a question of competent practice with paradata rather than mastering the data itself.
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| format | Article |
| id | doaj-art-76804fc81ae04f7dbae29eb7c07c1e8d |
| institution | Kabale University |
| issn | 1368-1613 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | University of Borås |
| record_format | Article |
| series | Information Research: An International Electronic Journal |
| spelling | doaj-art-76804fc81ae04f7dbae29eb7c07c1e8d2025-08-20T03:48:02ZengUniversity of BoråsInformation Research: An International Electronic Journal1368-16132025-05-0130CoLIS10.47989/ir30CoLIS52324Being literate in data or practices: how paradata functions in the context of literacyIsto Huvila0Michael Olsson1Olle Sköld2Jessica Kaiser3Lisa Andersson4Department of ALM at Uppsala UniversityDepartment of ALM at Uppsala UniversityDepartment of ALM at Uppsala UniversityDepartment of Archaeology and Ancient History and Conservation at Uppsala UniversityDepartment of ALM at Uppsala University Introduction. Datafication of information practices underlines the importance of better understanding of data literacy and documentation. Framing data literacy as a sociocultural information practice, we draw from its conceptual affinities with the notion paradata to advance the understanding what it takes to be(come) literate, and how paradata functions in the context of literacy. Method. Theoretical discussion draws from an interviews with (N=) 33 professionals working with archaeological data. Analysis. Interview transcripts were analysed using a method based on the constant comparative method and close reading. Results. Four facets of being literate with archaeological data were identified: information making literacy, syntactic literacy, information taking literacy and interpretative literacy. Becoming literate is influenced by the parallel (in)adequacy of individual facets. Literacies’ social being-in-making makes becoming literate hard. Finally, paradata potentially 1) contributes developing and enacting individual literacies, 2) catalysing and impeding convergence of literacies, and 3) enacting the contexts of literacies. Conclusions. Paradata, as a concept referring to practice-related meta-information, provides means to operationalise what can be known and communicated about practices as a contextual constituent of literacy. Paradata helps in becoming and staying literate. Finally, literacy can be a question of competent practice with paradata rather than mastering the data itself. https://publicera.kb.se/ir/article/view/52324Information behaviour and practicesInformation literacy and related literaciesKnowledge organisationparadataliteracydata literacy |
| spellingShingle | Isto Huvila Michael Olsson Olle Sköld Jessica Kaiser Lisa Andersson Being literate in data or practices: how paradata functions in the context of literacy Information Research: An International Electronic Journal Information behaviour and practices Information literacy and related literacies Knowledge organisation paradata literacy data literacy |
| title | Being literate in data or practices: how paradata functions in the context of literacy |
| title_full | Being literate in data or practices: how paradata functions in the context of literacy |
| title_fullStr | Being literate in data or practices: how paradata functions in the context of literacy |
| title_full_unstemmed | Being literate in data or practices: how paradata functions in the context of literacy |
| title_short | Being literate in data or practices: how paradata functions in the context of literacy |
| title_sort | being literate in data or practices how paradata functions in the context of literacy |
| topic | Information behaviour and practices Information literacy and related literacies Knowledge organisation paradata literacy data literacy |
| url | https://publicera.kb.se/ir/article/view/52324 |
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