The art of framing Investigating the design of framing projects in project-based data literacy training for government employees

Abstract

Purpose: Data is an increasingly important resource in the public sector and with that comes the need for a data literate government workforce. Project-based data literacy training for government employees can address this need in an applied way. The framing project is a central element in a project-based data literacy training as it is the basis upon which a training course is prepared and conducted. The term framing project was introduced specifically within the context of this thesis and is understood as the combination of an overarching question (i.e. the thematic context or problem space) and the data infrastructure provided to participants. This thesis examined how framing projects are designed in project-based data literacy training for government employees, with the aim of providing applicable advice for practitioners in the field. Theory: The theoretical perspective of this thesis was John Dewey’s Theory of Experiential Learning. Relevant concepts were Experience, Interaction, Continuity, and Problem solving and inquiry. The instructional approach Project-based Learning was considered in the interpretation of the concepts in the context of this thesis. The theoretical framework was complemented by two additional relevant concepts, Data literacy and Project. Method: The thesis was designed as a qualitative case study of a successful project-based data literacy training initiative from the US. Data were collected in semi-structured key informant interviews. Findings were generated through a reflexive thematic analysis of the interview data and triangulated with project descriptions of framing projects used in training courses conducted by the examined initiative. Results: Three groups of key requirements were identified that specify the framing project’s scope, overarching question, and data infrastructure. Four external factors influence the implementation of the requirements with the sponsoring agency of a training course (i.e. the government agency that conducts the training together with the training initiative) being an important stakeholder that has direct leverage in the design of the framing project. Framing projects often support multiple goals related to the overall mission of more data literacy in the public sector. These goals are compatible with each other and the way in which they are prioritized governs the interplay of the other external factors and requirements. Applicable guidelines for the application of the findings and a proposal to enhance Dewey’s theory for the specific context of project-based data literacy training for government employees are additional results of the thesis.