Please use this identifier to cite or link to this item:

http://hdl.handle.net/10609/137386
Title: Developing a framework for educators' data literacy in the European context: proposal, implications and debate
Author: Raffaghelli, Juliana Elisa
Others: Universitat Oberta de Catalunya (UOC)
Keywords: DigCompEdu
data literacy
Issue Date: Jul-2019
Publisher: EDULEARN. Proceedings
Citation: Raffaghelli, J. [Juliana]. (2019). Developing a framework for educators' data literacy in the European context: proposal, implications and debate. EDULEARN. Proceedings, 2019, 10520-10530. doi: 10.21125/edulearn.2019.2655
Published in: International Conference on Education and New Learning Technologies, Palma, 1-3 de juliol de 2019
Also see: https://doi.org/10.21125/edulearn.2019.2655
Abstract: This article introduces conceptual framework supporting educators' data literacy to empower them as education professionals, as well as their students, to thrive in the datafied society. By framing the problem, we are putting the basis for educational intervention. The study is based on a conceptual review of several frameworks of data literacy. Over a search of 386 papers, 19 papers were selected, aiming at discussing, developing or testing data literacy frameworks. The frameworks' components were extracted, analysed and discussed through a comparative approach. From the analysis of the background and the dataset, it emerged that the topic of data literacy is not new and has a tradition of research linked to numeracy as basic literacy. More recently, statistical elaboration, visualization and data storytelling; perspective on data to empower learners, personal and critical data literacies, as well as the use of Open Data as Open Educational resources to promote both technical skills as well as civic education has also been given increasing attention. In spite of this emerging characterization, the discussion connected to educators' data literacy is mostly focused on evidence-based approaches, and the several problems dealt in the literature on data literacy are not comprehensively covered into a single framework. On these basis, and considering the policy recommendations of the DigCompEdu as framework for educators' digital competence, the article introduces a proposal to frame data literacy as crucial dimension of educators' professional competence.
Language: English
URI: http://hdl.handle.net/10609/137386
ISBN: 9788409120314
ISSN: 2340-1117MIAR
Appears in Collections:Conference lectures

Share:
Export:
Files in This Item:
File Description SizeFormat 
EDULEARN19_RAFFAGHELLI_PREPRINT.pdf384.51 kBAdobe PDFView/Open
Framework-EDU_DATALITERACY.pdf200.78 kBAdobe PDFView/Open

This item is licensed under a Creative Commons License Creative Commons