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Data literacy

About: Data literacy is a research topic. Over the lifetime, 643 publications have been published within this topic receiving 6061 citations.


Papers
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Journal ArticleDOI
TL;DR: In this article, the authors explore issues around the growing need for data-driven decision-making in programs in schools of education and present a systems perspective to explore course and programmatic implementation.
Abstract: Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some professional development opportunities exist for current educators, fewer formal courses and opportunities for data literacy development in schools of education have been developed and implemented. This article explores issues around the growing need for data-driven decision making in programs in schools of education. The issues are complex and the actors needed to bring about change are multiple. A systems perspective to explore course and programmatic implementation is presented.

327 citations

Book
01 Mar 2021
TL;DR: In Robot-Proof as mentioned in this paper, the authors propose a new discipline, humanics, which builds on our innate strengths and prepares students to compete in a labor market in which smart machines work alongside human professionals.
Abstract: How to educate the next generation of college students to invent, to create, and to discover-filling needs that even the most sophisticated robot cannot.Driverless cars are hitting the road, powered by artificial intelligence. Robots can climb stairs, open doors, win Jeopardy, analyze stocks, work in factories, find parking spaces, advise oncologists. In the past, automation was considered a threat to low-skilled labor. Now, many high-skilled functions, including interpreting medical images, doing legal research, and analyzing data, are within the skill sets of machines. How can higher education prepare students for their professional lives when professions themselves are disappearing? In Robot-Proof, Northeastern University president Joseph Aoun proposes a way to educate the next generation of college students to invent, to create, and to discover-to fill needs in society that even the most sophisticated artificial intelligence agent cannot. A "robot-proof" education, Aoun argues, is not concerned solely with topping up students' minds with high-octane facts. Rather, it calibrates them with a creative mindset and the mental elasticity to invent, discover, or create something valuable to society-a scientific proof, a hip-hop recording, a web comic, a cure for cancer. Aoun lays out the framework for a new discipline, humanics, which builds on our innate strengths and prepares students to compete in a labor market in which smart machines work alongside human professionals. The new literacies of Aoun's humanics are data literacy, technological literacy, and human literacy. Students will need data literacy to manage the flow of big data, and technological literacy to know how their machines work, but human literacy-the humanities, communication, and design-to function as a human being. Life-long learning opportunities will support their ability to adapt to change. The only certainty about the future is change. Higher education based on the new literacies of humanics can equip students for living and working through change.

255 citations

Journal ArticleDOI
01 Jun 2013-Libri
TL;DR: The present paper aims to contribute to the advancement of data literacy with the proposal of a set of core competencies and contents that can serve as a framework of reference for its inclusion in libraries’ information literacy programs.
Abstract: Abstract The growing importance of data in society in general and scientific domains in particular, mirrored in the Open Data initiative and in the advent of eScience, requires public, school and academic libraries to contribute to both data and information literacy, as part of their mission to further knowledge and innovation in their respective fields of action. No specific library standards have been proposed to date, however, and most research studies conducted adopt a partial view of data literacy, stressing only the components needed in any given context. The present paper aims to contribute to the advancement of data literacy with the proposal of a set of core competencies and contents that can serve as a framework of reference for its inclusion in libraries’ information literacy programs. The various definitions of data literacy are discussed, the coverage of the competencies listed in information literacy standards is described, and the competencies considered in the experiments conducted to date in education and libraries are identified. The conclusion drawn is that the model proposed can favour the development of data literacy support resources and services. Topics for further research are also specified.

213 citations

Journal ArticleDOI
TL;DR: In this article, the authors report on the evolution of a conceptual framework for a construct called data literacy for teachers, identifying specific knowledge, skills, and dispositions teachers need to use data effectively and responsibly.

194 citations

BookDOI
TL;DR: In this paper, the authors present an overview of data-based decision-making in Dutch secondary schools, from intuition to data-driven decision making, from ministry policy to school practice.
Abstract: 1. Introduction.- 2. Data-based Decision Making: an overview.- 3. Analysis and Discussion of Classroom and Achievement Data to Raise Student Achievement.- 4. From "Intuition"- to "Data"-Driven Decision Making in Dutch Secondary Schools?.- 5. Professional Attitudes to the Use of Data in England.- 6. Approaches to Effective Data Use: Does One Size Fit All?.- 7. Improving Data Literacy in Schools: Lessons from the School Feedback Project.- 8. Implementation of a Data Initiative in the NCLB era.- 9. Towards Data-informed Decisions: from ministry policy to school practice.- 10. Conclusions and a Data Use Framework.- 11. Data Use: Where to from here?.- Index.

162 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20223
2021106
2020124
201999
201859
201768