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Author
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Henderson, J., & Corry, M.
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Year
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2021
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Publisher
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Journal of Research in Innovative Teaching & Learning, 14(2), 232-244.
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Abstract
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The article presents a systematic literature review of 28 studies (2010–2018) examining data literacy in K–12 education, particularly for teachers and school leaders. It finds that while the concept of data literacy has become more clearly articulated over time, there is still disagreement about its precise scope and components. The review shows that teacher education programs tend to emphasize assessment literacy rather than broader data competencies. Based on the findings, the authors recommend skill-focused preparation programs, collaborative learning opportunities, modeling the use of both quantitative and qualitative data, and greater attention to technology and Big Data.
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Language
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English