Conceptions and Perspectives of Data Literacy in Secondary Education

Autor/in	Gebre, Engida
Titel	Conceptions and Perspectives of Data Literacy in Secondary Education
Quelle	In: British Journal of Educational Technology, 53 (2022) 5, S.1080-1095 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gebre, Engida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13246
Schlagwörter	Information Literacy; Data; Elementary Secondary Education; Competence; Inquiry; Relevance (Education) + Suchen Sie Ihr Suchwort? Informationskompetenz; Daten; Kompetenz; Relevance; Relevanz
Abstract	Data literacy has been suggested as an important competence that individuals need to succeed in a data-intensive society. However, there is no common understanding as to what data literacy entails and how it could be developed. Instructional emphasis on developing competence of individuals fails to capture learners' relationship to data in everyday life and limits what they can possibly achieve in data-rich environments. This paper critically reviews conceptualizations of data literacy in the literature with a focus in K-12 education. The analysis determined four orientations of data literacy: development of competence, inquiry with data, awareness of personal data and civic engagement. I proposed a broader conceptualization of data literacy that integrates conceptions, competencies and contexts. The study offers holistic and context-oriented framing of data literacy for researchers and educators. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01