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Technology Criticism and Data Literacy: the Case for an Augmented Understanding of Media Literacy

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Journal of Media Literacy Education, 12(3), 6-16, 2020 https://doi.org/10.23860/JMLE-2020-12-3-2 ISSN: 2167-8715 Technology criticism and data literacy: The case for an augmented understanding of media literacy Thomas Knaus Ludwigsburg University of Education & Centre for Educational OPEN ACCESS Technology (FTzM), Frankfurt/Main, Germany Peer-reviewed article Citation: Knaus, T. (2020). ABSTRACT Technology criticism and data literacy: The case for an augmented Reviewing the history of media literacy education might help us to identify understanding of media literacy. how creating media as an approach can contribute to fostering knowledge, Journal of Media Literacy Education, understanding technical issues, and to establishing a critical attitude towards 12(3), 6-16. technology and data. In a society where digital devices and services are https://doi.org/10.23860/JMLE-2020- omnipresent and decisions are increasingly based on data, critical analysis 12-3-2 must penetrate beyond the “outer shell” of machines – their interfaces – Corresponding Author: through the technology itself, and the data, and algorithms, which make these Thomas Knaus devices and services function. Because technology and data constitute the [email protected] basis of all communication and collaboration, media literate individuals must in the future also have a sound understanding of technology and data literacy. Copyright: © 2020 Author(s). This is an open access, peer-reviewed article This article examines the relevance of this broader definition of literacy and published by Bepress and distributed delivers a forward-looking defense of media literacy education in schools. It under the terms of the Creative also posits the thesis that the digital transformation represents a challenge, Commons Attribution License, which which is confronting society, politics, and education alike. permits unrestricted use, distribution, and reproduction in any medium, provided the original author and Keywords: media literacy, digital transformation, big data analytics, source are credited. JMLE is the machine learning, activity orientation. official journal of NAMLE. Received: June 5, 2020 Accepted: October 8, 2020 Published: December 14, 2020 Data Availability Statement: All relevant data are within the paper and its Supporting Information files. Competing Interests: The Author(s) declare(s) no conflict of interest. Editorial Board Journal of Media Literacy Education THE OFFICIAL PUBLICATION OF THE NATIONAL ASSOCIATION FOR MEDIA LITERACY EDUCATION (NAMLE) Online at www.jmle.org INTRODUCTION development: although technical hardware and networks, software and data constitute the basis of all Digital technology – because it is based on digital media (Knaus 2020a; Manovich 2008), they hardware, network technology (Gapski, 2016; Knaus, remain very hard for people to grasp at the purely 2017b; Knaus, 2020a), and software (Knaus, 2017a; analytical and receptive level. This is especially true for Knaus, 2020a; Manovich, 2008) – makes it possible for data literacy as a core component of media, digital, new ideas to be transformed into new products and informational, computational, statistical and scientific services relatively simply and quickly. The intervals literacy (Letouzé et al., 2015). Nevertheless, literacy is between cycles of technological innovation are not born out of reception alone; it arises first and becoming ever shorter. Data, irrespective of whether foremost from doing. they have been collected by human beings or machines It is for this reason that action-oriented approaches for economic or scientific reasons, generated as code, or such as active media work (Schell, 1989), making, simply come into being as a consequence of everyday coding, tinkering (Aufenanger et al., 2017; Blikstein, media activity (D’Ignazio & Bhargava, 2015; Gapski, 2013; Knaus 2020b) and computational thinking (Wing, 2015; Letouzé et al., 2015), constitute the core basis for 2006), which foster people’s creative design of decision-making, analysis, and assessment (Knaus, hardware, software and media, are appropriate 2020a) – activities, which (just like learning) were until educational methods for developing data literacy, recently the preserve of individual human beings. because they turn abstract data into something that Data can therefore be seen as the “new oil” – as the people can experience. new resource behind innovation and social progress. The data and algorithms that are used to generate the Criticism and binary truths data are therefore constantly generating new questions to which society must find answers (Knaus, 2020a, pp. A look back through the history of criticism reveals 46–54). This article seeks to answer a number of these – most prominently among the thinkers of antiquity and new questions, such as: how much should human beings the Enlightenment – that criticism is a process of know about technology, algorithms, and data? What establishing the truth, of establishing a distinction does the concept of data literacy mean; and how does it between what is true and what is not true. Interestingly, relate to media literacy? What approaches can people the binary numeral system, which serves as the basis for use to experience data and its effects in modern society, all of the data and processes in digital applications, and what approaches are suitable for their experience in shows that this attempt by the philosophers of antiquity educational contexts? To answer these questions, this to establish the truth might indeed be possible. After all, article looks back through the history of criticism as well a world of ones and zeros has a good deal in common as media literacy education. with any attempts we might make to establish the As we transition from the mass medium to the difference between what is true and what is not true. Yet, participative medium, it has become clear that media now, confronted as we are by the complexities of literacy must include more than simply knowledge about digitized social transformation, we find that viewing the media, and an analytical, reflexive, and ethical critical world in this binary way is no longer appropriate. media literacy – as called for by the Frankfurt School In a world in which most people communicate using (Adorno, 1971; Enzensberger, 1970; Horkheimer & media and in which most people therefore have the Adorno, 1969). Participative media have opened the potential to access mass audiences, it is multiple truths way for people to creatively and actively design media – in the plural – which are becoming the norm. The truth – to create media – and have given rise to new ways of is dissolving in the face of more pluralist understandings accessing it (Dewey, 1950). Taking a theoretical- of truth (and at times even alternative truths). The world conceptual approach, this article seeks to show that these is moving on from simple binary perceptions. So, whilst dimensions of media literacy (Baacke, 1996; truth claims continue to exist, it is becoming ever- Buckingham, 2004) have lost none of their relevance – increasingly difficult to rely on them as the basis for even taking digital media into consideration and bearing generalizations or criticism (i.a., Pörksen & Detel, in mind the broadening of media literacy to include 2012). This begs the question: how is criticism still digital literacy (Hobbs, 2011). Yet, in light of the current possible if people are being confronted by multiple development in technology, there is actually a need for truths in their everyday lives? a further discussion to take place to reflect historical Knaus ǀ Journal of Media Literacy Education, 12(3), 6-16, 2020 7 The implication is that whilst the process of on the increase, the critical producer is, together with the establishing the truth in a digital age is becoming critical recipient, also gaining in importance. This is increasingly complex, so is society’s judgment about because media articulation in the digital age is no longer what constitutes socially appropriate behavior, together the exclusive preserve of professional publishers with its subjective discussion and evaluation (Stalder, (Hobbs, 2018; Pörksen & Detel, 2012). 2016). It is largely for this reason that critical reception has always retained its relevance. The technically empowered subject From critical recipient to active subject Fourteen years ago, Hans Dieter Kübler compared two positions on critical media literacy. These were The aim of creating a critical recipient (Kübler, firstly the findings of the 2003 Cologne Workshop 2006) is to prevent any historical repetition of small Discussions and secondly the guidelines released by the numbers of people with dangerous utopian ideas once Federal Centre for Political Education (bpb) in 1987. He again exploiting large numbers of people for their own came to the conclusion that many issues had remained ends. This core principle of media criticism was the same or similar, even if the way they were considered a mediapedagogical ideal back in the 1970s: formulated had changed (Kübler, 2006). What had enlightenment traditions and particularly critical theory changed, however, was the target group: in 1987, the made it imperative to counteract manipulative guidelines were primarily directed at journalists and influences [Manipulationsmächte] and misleading teachers, whereas in 2003, all people were included in representations [Verblendungszusammenhänge] in the the critical media literacy target group (Kübler, 2006). mass media (Adorno,
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