Teaching Data Literacy for Civic Engagement: Resources for Data Capture and Organization


  • Brandon T. Locke Michigan State University
  • Jason A. Heppler University of Nebraska, Omaha




open data, civic data, civic engagement, curriculum, data literacy, pedagogy, instruction


Endangered Data Week emerged in the early months of 2017 as an effort to encourage conversations about government-produced, open data and the many factors that can limit its access. The event offers an internationally-coordinated series of events that includes publicizing the availability of datasets, increasing critical engagement with them, encouraging open data policies at all levels of government, and the fostering of data skills through workshops on curation, documentation and discovery, improved access, and preservation. The reflection provides an outline of the curriculum development happening through Endangered Data Week and encourages others to contribute.


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Author Biographies

Brandon T. Locke, Michigan State University

Brandon Locke is the Director of LEADR at Michigan State University, where he teaches digital history and anthropology and develops programming for digital and data literacy. He is the founder and lead organizer of Endangered Data Week, and is a member of the Digital Library Federation’s Interest Group on Records Transparency & Accountability.

Jason A. Heppler, University of Nebraska, Omaha

Jason Heppler is the Digital Engagement Librarian and Assistant Professor of History at the University of Nebraska at Omaha, where he leads initiatives in digital engagement and public history. He is completing his first book, Suburban by Nature: Silicon Valley and the Transformation of American Environmental Politics, under contract with the University of Oklahoma Press. He is an organizer for Endangered Data Week and develops programming in data literacy, open data, and data visualization.


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How to Cite

Locke, Brandon T., and Jason A. Heppler. 2018. “Teaching Data Literacy for Civic Engagement: Resources for Data Capture and Organization”. KULA: Knowledge Creation, Dissemination, and Preservation Studies 2 (1):23. https://doi.org/10.5334/kula.23.



Teaching Reflections