Literature Review on Data Literacy in Education Published
A focused literature review on data literacy in and of education has been carried out, offering new insights into how data literacy in schools is defined and measured in existing research. The review draws on a systematic search and critical evaluation of the literature, highlighting the strengths, weaknesses, limitations, and biases across current studies.
The analysis examines three interconnected strands: the conceptualisation, operationalisation, and measurement of data literacy for teachers. Findings from the review provide an essential foundation for the project’s conceptual framework and inform the development of the Data Literacy Survey for Schools (DaLiS).
Find it below:
- English
- Italian
- Spanish
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.