Bringing data literacy competencies in secondary schools
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Dec 5, 2023
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Abstract
The importance of developing data literacy skills in secondary schools has been increasingly recognised over the years. In order to achieve the successful development of data literacy skills among secondary school teachers and students, it is necessary to analyse current curricula, implement data literacy projects in school and focus on learning outcomes. It is important to follow the key challenges that teachers and students face in this process. This paper presents the survey results of the piloting study conducted in the framework of Data Literate and Dalfys - two European funded projects that aim at spreading data literacy skills in secondary school contexts. The results show a significant interest of teachers and students to develop data literacy skills but the introduction of data literacy in traditional curricula requires appropriate resources. Temporary solutions, such as introducing data literacy in specific subjects, should be promoted to promptly fill the existing gap in the development of these skills.
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Cabezas-González, M., Casillas-Martín, S., & García-Valcárcel Muñoz-Repiso, A. (2021). Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks. Sustainability (Switzerland), 13, 227–249. https://doi.org/10.15581/004.41.006
European Commission, Directorate-General for Education, Youth, Sport and Culture, Guidelines for teachers and educators on tackling disinformation and promoting digital literacy through education and training, Publications Office of the European Union, 2022. https://data.europa.eu/doi/10.2766/28248
Filderman, M. J., Toste, J. R., Didion, L., & Peng, P. (2022). Data Literacy Training for K–12 Teachers: A Meta-Analysis of the Effects on Teacher Outcomes. Remedial and Special Education, 43(5), 328–343. https://doi.org/10.1177/07419325211054208
Gebre, E. H. (2018). Young Adults’ Understanding and Use of Data: Insights for Fostering Secondary School Students’ Data Literacy. Canadian Journal of Science, Mathematics and Technology Education, 18(4), 330–341. https://doi.org/10.1007/s42330-018-0034-z
Ghodoosi, B., West, T., Li, Q., Torrisi-Steele, G., & Dey, S. (2023). A systematic literature review of data literacy education. Journal of Business & Finance Librarianship, 28(2), 112–127. https://doi.org/10.1080/08963568.2023.2171552
Kippers, W. B., Poortman, C. L., Schildkamp, K., & Visscher, A. J. (2018). Data literacy: What do educators learn and struggle with during a data use intervention? Studies in Educational Evaluation, 56, 21–31. https://doi.org/10.1016/j.stueduc.2017.11.001
Krumsvik, R. J. (2008). Situated learning and teachers’ digital competence. Education and information technologies, 13(4), 279-290. https://doi.org/10.1007/s10639-008-9069-5
Mandinach, E., & Gummer, E. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60. https://doi.org/10.1016/j.tate.2016.07.011
Mei Wei, L., Yan Piaw, C., Kannan, S., & Moulod, S. A. (2016). Relationship between Teacher ICT Competency and Teacher Acceptance and Use of School Management System (SMS). Malaysian Online Journal of Educational Technology, 4(4), 36–52. Retrieved from https://mojet.net/index.php/mojet/article/view/88
Ndukwe, I. G., & Daniel, B. K. (2020). Teaching analytics, value and tools for teacher data literacy: a systematic and tripartite approach. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00201-6
Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union.
Rubach, C., & Lazarides, R. (2021). Addressing 21st-century digital skills in schools – Development and validation of an instrument to measure teachers’ basic ICT competence beliefs. Computers in Human Behavior, 118(November 2020), 106636. https://doi.org/10.1016/j.chb.2020.106636
Rubin, A. (2020). Learning to reason with data: How did we get here and what do we know?. Situating Data Science (154-164). Routledge. https://doi.org/10.1080/10508406.2019.1705665
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103(April), 101602. https://doi.org/10.1016/j.ijer.2020.101602
Seymoens, T., van Audenhove, L., van den Broeck, W., & Mariën, I. (2020). Data literacy on the road: Setting up a large-scale data literacy initiative in the DataBuzz project. Journal of Media Literacy Education, 12(3), 102–119. https://doi.org/10.23860/JMLE-2020-12-3-9
Shreiner, T. L., & Dykes, B. M. (2021). Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge. Theory & Research in Social Education, 49(2), 262-306. https://doi.org/10.1080/00933104.2020.1850382
Touron, J., Martin, D., Navarro Asencio, E., Pradas, S., & Inigo, V. (2018). Validation de constructo de un instrumento para medir la competencia digital docente de los profesores (CDD). Revista Espanola de Pedagogia, 75(269), 25–54. https://doi.org/10.22550/REP76-1-2018-02
Tso, W.W.Y., Reichert, F., Law, N., Fu, K. W., de la Torre, J., Rao, N., Kan Leung, L. …Ip, P. (2022). Digital competence as a protective factor against gaming addiction in children and adolescents: A cross-sectional study in Hong Kong. The Lancet Regional Health - Western Pacific, 20, 100382. https://doi.org/10.1016/j.lanwpc.2022.100382
Wolff, A., Gooch, D., Cavero Montaner, J. J., Rashid, U., & Kortuem, G. (2016). Creating an Understanding of Data Literacy for a Data-driven Society. The Journal of Community Informatics, 12(3). https://doi.org/10.15353/joci.v12i3.3275