Blog for Data Literacy

A group of people smiles for the camera.
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We’re chatting with STEM practitioners around the country to understand how they are engaging with data literacy in their spaces. For this interview, I’m sitting down with Rozina Kanchwala, Founder and Executive Director at Eco.Logic, an education, arts, and community building non-profit that inspires people to take tangible action to address climate change.

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As a middle school student in New Haven (CT), Adrian Huq already cared deeply about the environment and would go out of their way to improve recycling efforts and reduce food waste at school. In high school, Adrian had the opportunity to engage with their school community about environmental issues and started organizing youth-led climate strikes and other initiatives, which led them to co-found the ‘New Haven Climate Movement’ Youth Action Team and coordinate the youth internship at the ‘Climate Health Education Project’. Based on solid scientific evidence about the impact of human actions on global climate, Adrian’s activism creates awareness of these issues and pressures local communities and policymakers to advance plans for broad climate education across the city and potential solutions to mitigate human impacts. Adrian inspires other young students to take action and is definitely helping New Haven move in the environmentally right direction!

A photo of a family holding a whiteboard and thermometer in a forest clearing.
How does lake temperature change with depth—or does it? Families from Maury River MS (Lexington, VA) adapted aquatic thermometers to gauge temperature of lake water up to 50 feet deep. June data (gathered by CCLC students from MRMS) suggested temperature declined with depth, but the October family crews found constant temperature throughout the lake column—and enjoyed lively discussions about those findings. (Families Discover Lake Trends. Photo credit: Elise Sheffield)
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This month's eeBLUE Watershed Chronicles blog post features Boxerwood Education Association, and the role of family learning in their new "Trail Blazers" program.

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Gammy Moses has been connecting young students and their parents with accessible, open green spaces around New Haven (CT) for the last 16 years. Through references to his childhood in the island of Dominica, spending as much time outdoors as possible and following the musical steps of his father, we can easily understand and admire his passion for environmental and outdoor education. Using captivating lessons that combine arts, rhythm, and movements with nature exploration, Gammy engages our youth in learning about science and taking action to protect our environment. There is absolutely no doubt that Gammy is an inspiration to how we should work together and teach our children!

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In an effort to understand how STEM practitioners around the country are engaging with data literacy in their space, we’re launching a series of interviews. First, I’m sitting down with Jim Bader, the Executive Director of the Leonard Gelfand STEM Center at Case Western Reserve University. We chat about exploring data literacy at a K-12 STEM outreach center, Jim offers some resources to other educators looking to incorporate more data literacy into their work, and we consider how data is not necessarily “good” or “bad” - it just is. As Jim says, “students often struggle with that kind of ambiguity.” I hope you learn something from this interview - I certainly did!