Data literacy training and use for educational professionals

PurposeA literature review of 28 data literacy, education articles from 2010 to 2018 was conducted to gain a better understanding of the current state of data literacy research.Design/methodology/approachA systematic literature review of ERIC, Education Source, and JSTOR was conducted. Articles were included in this literature review if they focused on “data literacy” for K-12 teachers or leaders.FindingsResults demonstrated that the concept of data literacy has become more concrete, but there is still disagreement about the parameters of the construct. While data literacy was shown to be gaining in importance, training from schools of education were focused heavily on assessment literacy. Four recommendations are made as follows: (1) create skill-focused educator prep programs, (2) encourage opportunities for collaboration, (3) model data use from both quantitative and qualitative sources and (4) investigate the role of technology and big data on data literacy.Research limitationsThe scope of this literature review was very narrow and, as such, does not fully encapsulate data-driven decision-making in K-12 education overall.Originality/valueData literacy is important for both teachers and leaders, as educational environments strive to better understand individual learners and improve learning outcomes. This literature review looks to pull together the current status of data literacy research with hopes of inspiring more targeted research that influences training practices for both teachers and leaders.

• Publication year

  2020

• Venue

  Journal of Research in Innovative Teaching & Learning

• Publication date

  2020-03-17

• Fields of study

  Computer Science, Education, Psychology

• Identifiers
  DOI 10.1108/jrit-11-2019-0074
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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