Book Club: Data Informed Learners

Over this past year, I was fortunate enough to be able to attend Dr Selena Fisk’s Data Champions workshop series which focused on building teacher and leader’s data literacy through ongoing work on a personal school-based project. These workshops explored different types of data collected in schools and how it can be used effectively for impact. For the most part, I found this workshop to be really informative and it broadened my understanding of what exactly counts as ‘data’ and how I could use it as both a classroom teacher and a member of the leadership team at my school. Inspired by what I learnt in these workshops, I decided to give one of Fisk’s books a crack and settled on reading Data-Informed Learners: Engaging Students in their Data Story (2023).

In this book, Fisk discusses how sharing data directly with students can improve student outcomes, and provides descriptive examples of how exactly to do this in a way that empowers students and teachers. As Fisk explains, our students are ultimately the ones who have the final say over their achievement and that by using and sharing data, “we bring them into the space where they can be agents of change in their own learning” (2023, p.23).

The book is organised into three parts, the first two of which examine why we want our students to be data-informed learners and how to use data with students. The third part of the book explores 15 ways that data can be used directly and explicitly with students. Fisk identifies and categorises these different methods according to the intersection of the purpose of the data being collected, and mode being used to share the data with students.

One of the biggest barriers that I face when it comes to reading teaching and education related books is that such texts can be easily bogged down in overly-convoluted descriptions and analysis of concepts and evidence. My brain instantly switches off and my eyes glaze over. My experience of reading Data-Informed Learners was the exact opposite of this. The book is written in a conversational manner. You can almost hear the down-to-earth, Australian accent of the author, which as a fellow Aussie, I appreciated.

The best part of this book was without a doubt Part 3: Data-informed learners in practice, which was made up of short chapters that explored in some depth the 15 intersections of ways data can be used to created data-informed learners. Each chapter provided at least three examples of how data was collected and shared/used with students in accordance with the specific intersection being explored. Each of these examples referenced the school or teacher where the examples were observed, and were usually accompanied with photographs. This made it easy to understand exactly what was being described. I also really liked how the examples provided came from a range of year levels and school types and contexts, this made it much easier to see how the data intersection being explored could be applied to my context. There’s nothing like being given and example of how something works in another school and not being able to visualise how it connects to your context.

From Dr Fisk's linkedin

• If we are going to provide data to our students about their learning, it needs to be done in such a way that they feel safe discussing this data with others (teachers and family) and they understand exactly what their next steps are in improving.

• Data that is collected should be used to create change. There is no point collecting data if educators will not, or cannot use it to affect change within their practice and the achievement of their students.

I felt quite excited reading this book because my mind was just overflowing with all of the different ways that I could collect data and build data literacy amongst my students. I have used a range of methods to collect and store data throughout my career, this has mostly consisted of basic Excel spreadsheets and tables. I haven’t previously experimented with collecting a range of student data within one spreadsheet or dashboard, but after finishing this book, I think it is my next step. To help me with this, I would have really liked for Fisk to include some examples of different data collection platforms – free or otherwise – that I could have explored since for me, one of the biggest barriers to collecting and using data is storing it so it is useful. I find Excel a bit intimidating to use at times so would be interested in seeing what else is available out there for educators.

Overall, I really enjoyed Data-Informed Learners. It was easy to read and has prompted me to reflect on my practice in an exciting way. I also think it is a really great book to read if you are at the beginning of your data journey because offers information in bite-sized pieces with practical examples that can be easily adapted into the classroom.

Clarity and accessibility: 5/5

Applicability to the classroom: 5/5

Practical examples or case studies: 4/5

Depth of content: 4/5

Overall: 5/5