The main goal of the Erasmus+ project Data Literacy for Citizenship (DALI) has been to empower citizens by providing strategies for data literacy via educational games. The DALI project is reaching its end, and to share our outcomes with the adult education sector, we gathered this September in Norway for a three-day Learning, Teaching and Training (LLT) conference. Hosted by the Center for the Science of Learning and Technology (SLATE) at the University of Bergen, the event brought together adult educators and researchers from Spain, Germany, the United Kingdom and Norway.

Playful learning took centre stage, with the DALI card and board games for data literacy being playtested in multiple game sessions. The participants also experienced the creative ‘remixing’ approach behind the DALI games. Additionally, the workshops were tailored to educators interested in using the DALI toolkit in future learning situations, introducing the DALI handbook, facilitator’s guide, and framework for data literacy that can be applied to different contexts. Other main objectives for the event were to provide a space for dialogue on the topic of data literacy, and to discuss and develop further our project’s policy recommendations for what future data literacy initiatives need to address.

Data literacy for digital inclusion and empowerment

As experienced adult educators from various fields from across Europe connected and shared their expertise, the dynamic conversations highlighted many important topics relating to data literacy in adult education. The participants were, for instance, asked to reflect upon how data literacy empowers citizens in their daily lives. One of the responses was social inclusion and how to reach and engage with the most marginalised groups, who may not want to or cannot engage with the traditional educational methods and routes. Data can help us get to know each other, connect, maintain relationships, and see new perspectives. Meanwhile, fear can be a barrier for people to act on data, and social and digital inclusion is crucial to empower individuals and support citizenship. One of the groups concluded that data literacy initiatives need to be conscious of carefully balancing the focus on protecting data with the focus on supporting people to utilise and engage through data confidently.

Game-based learning and the role of the facilitator

The DALI games incorporate a learning approach that promotes connections and collaboration between players, and flexibility regarding contexts and learning environments. Incorporating playful learning, however, is not without challenges. The discussions during the LTT event provided valuable insight into the complexity of game-based learning processes. One recurring topic was the fine line between gameplay and educational purposes. On one hand, the gameplay can be so involving that the learning aspect of the game are at risk of becoming secondary. On the other hand, if a game is overly educational, it may end up not ‘feeling’ like a game. Finding a balance between the two is essential for any game-based learning session. A facilitator may help with this balancing act by encouraging dialogue between the players and enhancing gameplay learning. Also highlighted, was the need for facilitators to be data literate and that institutions and organisations must provide support and training activities for adult educator practitioners to increase their data literacy skills.

Overall, the three days in Bergen were packed with activities, and with all the participants contributing to playful, creative and critical dialogues, the event became an inspiring and thought provoking experience for all parties.

For further information about the project, please visit https://dalicitizens.eu/ Find the project on Twitter: @DaLi_Citizens

The project “Data literacy for citizenship” is funded under the grant agreement 2020-1-NO01-KA204-076492 by the European Commission. The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of theauthors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.