In youth-focused community and citizen (YCCS) youth in classrooms and community-based programs produce data that scientists, resource managers and community members will use. This “nested” data situates learners’ scientific activity within larger datasets, projects, and communities, with consequences for youth agency. To document opportunities for agentive learning with data in YCCS, we report on how youth interact with data across eight school and community-based project sites and how youth talk about their data and work. From analysis of 54 participant interviews, we found that youth perceived the data they produced as being used for: (1) broader scientific work, (2) their own learning, and (3) community endeavors. Nested uses of data were most meaningful when youth interacted with end users, were exposed to the larger datasets to which they contributed, or took action linked to data. Not all youth saw, believed, or valued that data would be used by others. Framing of task and purpose, nature of engagement with community users, data production protocols, and level of emphasis on youth-identified questions may contribute to youth perceptions and can foster or undermine conditions for learner agency. The results shed light on when and how conditions for expansive learning and agency get established.

在以青年为中心的社区和公民（YCCS）中，教室和基于社区的计划中的青年产生了科学家，资源经理和社区成员将使用的数据。这些“嵌套”数据将学习者的科学活动置于较大的数据集，项目和社区中，从而对青年机构产生影响。为了用YCCS中的数据记录进行机会学习的机会，我们报告了青年如何与八个学校和社区项目站点中的数据进行交互，以及青年如何谈论其数据和工作。通过对54名参与者访谈的分析，我们发现青年人认为他们产生的数据用于：（1）广泛的科学工作，（2）他们自己的学习，以及（3）社区努力。当年轻人与最终用户互动时，嵌套使用数据最有意义，接触他们所贡献的较大数据集，或采取与数据相关的行动。并非所有的年轻人都看到，相信或重视这些数据将被其他人使用。任务和目的的框架，与社区用户互动的性质，数据生成协议以及对青年确定的问题的重视程度可能会导致青年认知，并可能促进或破坏学习者的中介条件。结果揭示了何时以及如何建立扩展学习和代理的条件。以及对青年识别问题的重视程度可能有助于青年理解，并可能助长或破坏学习者活动的条件。结果揭示了何时以及如何建立扩展学习和代理的条件。以及对青年识别问题的重视程度可能有助于青年理解，并可能助长或破坏学习者活动的条件。结果揭示了何时以及如何建立扩展学习和代理的条件。