Concepts of data literacy have taken many shapes in recent years and resonated in various fields of education and beyond. Even within media education, some notions focus on privacy and understanding surveillance infrastructures (Sander, 2020), others foreground political, civic aspects (Carmi et al., 2020; Fotopoulou, 2020), or the link between productive data usage and anti-discrimination campaigning (Dander & Macgilchrist, 2022). The project this paper reports of, is situated between development of educational methods, action research and theoretical work on the entanglement of yet another strand of thought in the context of data literacy:. The project, in a first step, aims at developing a concept for a series of workshops for teenagers on three dimensions of data literacy: the political economic (digital capitalism, cf. Pfeiffer, 2021), the political narrative (surveillance critique and anti-semitism; cf. Strick, 2021), and the aesthetic-mediatic (creative coding; cf. Ahlborn et al., 2021). In a combination of these seemingly separated areas, the project intends to find ways to engage youths within youth centers in non-formal settings with algorithms, data, and their political contextualization. Thereby, the relation between critical-reflexive and creative-productive engagement is meant to be well-balanced. The paper reports on the methods development that includes media educators and youth workers and give insights into the first playtests. It is expected to learn more about the complexity of the phenomena addressed, as well as about the necessary reduction of complexity to reach out to life-worlds and interests of teenagers in urban and rural areas in and around the city of Potsdam in Brandenburg, Germany. The research methods draws from various approaches in design-based research, action research (Moser, 2015) and also applies some principles from Grounded Theory Methodology (Strübing, 2014).

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