What is it about?
We use data from a representative survey of 1600 households as well as through tracking adults using GPS devices and collecting Twitter data to explore participation in various forms in learning in Scotland's largest city. Further we measure various forms of literacy and relate this to successful life outcomes.
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Photo by Franki Chamaki on Unsplash
Why is it important?
Analysing traditional (survey) with GPS data, and housing it alongside naturally occurring Twitter data for the city offers a more holistic picture of adult learning in informal city contexts, allowing us to explore who is learning, what, where and how in the city. Expanding the notion of literacy to encompass a wide range of knowledges across less formal contexts widens academic discourse and policy initiatives beyond traditional discussions of adult literacy. Using diverse data strands, we have illustrated that such life wide literacies predict successful life outcomes, such as better general health, and increased physical and social mobility.
Perspectives
This is one of a number of outputs from the Urban Big Data Centre, one of the ESRC's major investments in Big Data, and has attracted significant interest in the field of lifelong learning. I hope that it adds to something to thinking about both methodology in the field, and to conceptual thinking.
Professor Michael Osborne
University of Glasgow
Read the Original
This page is a summary of: Lifewide learning in the city: novel big data approaches to exploring learning with large-scale surveys, GPS, and social media, Oxford Review of Education, March 2019, Taylor & Francis,
DOI: 10.1080/03054985.2018.1554531.
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